The National Survey of Student Engagement's Findings From Queer-Spectrum and Trans-Spectrum Respondents

• In Event: Emerging Research on Queer-Spectrum and Trans-Spectrum Students in Higher Education

Abstract

To achieve the dream of a more equitable and inclusive public education that respects diverse cultures, experiences, and voices, we need to look within. With over a decade of data collection and hundreds of institutional participants, much can be learned about students’ experiences in higher education from initiatives like the National Survey of Student Engagement (NSSE). In 2017, NSSE was administered to first-year and senior students at over 700 four-year colleges and universities. NSSE examines the time and effort students put into educationally purposeful activities and the resources and support institutions provide for academic success. NSSE additionally asks a variety of demographics and student characteristics questions, including both students’ sexual orientation and gender identity. The focus of findings will include comparisons between straight and queer (non-straight) students, cisgender and gender variant (non-cisgender) students, as well as looking within queer and gender variant subpopulations. Both the sexual orientation and gender identity questions allow respondents to write in their specific identifications, and the write-in responses have been coded, categorized, and will be shared with participants. Findings from the NSSE survey can offer a snapshot of student engagement and experiences across a wide variety of institutional settings and student circumstances. Particular aspects of engagement that will be discussed include the use of higher-order learning and reflective and integrative learning activities, collaborative learning, student-faculty interaction, and participation in high-impact activities such as research with faculty and service-learning experiences. Campus environment measures include a sense of support and the quality of interactions with others on campus. Satisfaction measures include students’ perceived gains in various areas of personal development, students’ overall evaluation of their college experience, and whether or not they would return to their institution if they could start over. Additional characteristics and circumstances include such things as students’ major or intended major, educational aspirations, and racial/ethnic identification. Some example findings include the ways in which queer students more frequently participate in reflective and integrative learning activities, they more often aspire to complete a doctorate degree, they participate less often in service-learning activities, and feel they have acquired fewer job- or work-related knowledge and skills than their straight peers. Gender variant students are twice as likely to identify as multiracial students and to major in or intend to major in Arts & Humanities, they feel they have not gained as much skill in working effectively with others, and less frequently report having positive college experiences than their cisgender peers. These findings help to give a better picture of the engagement and experiences of queer and gender variant students at a wide variety of institutions across the United States. Examining inequities and the experiences of diverse and traditionally marginalized students can provide opportunities for conversation and change. Through reflection, dialogue, and self-critique we can come closer to achieving our dreams for higher education.

Author

• Allison BrckaLorenz, Indiana University