LGBTQIA International Students: Activism within Student Organizations

• In Event: Social justice and equal opportunity

Proposal

Within the LGBTQ+ community, individuals tend to wait to “come out” until they are in college (Beemyn, & Rankin, 2011). This can be due to moving to a location that may be more accepting or learning more about the LGBTQ+ community through meeting other individuals (Beemyn, & Rankin, 2011). Coming to the United States potentially provides international students with the opportunity to “develop and explore in a supportive environment” that may not be available in their home country (Valosik, 2015, p. 48).
Students tend to experiment with various identities as they develop (Morgan et al., 2011). It may become potentially difficult for individuals to navigate their identities as a result of the social and political climate at their institution of higher education (Morgan et al., 2011). Students that hold multiple intersecting identities may potentially face forms of discrimination and oppression in regards to all of the identities that they hold (Harley et al., 2002). Individuals tend to experience different forms of marginalization when they have multiple intersecting identities such as sexual, gender, and race (Kulick et al., 2017). Nationality and legal status are aspects of identity that become particularly salient for international students, creating particular intersections with sexuality and gender identities (Abreu et al., 2022; Dos Santos, 2022; Gonzales et al., 2022; Lértora et al., 2021; Nakamura et al., 2022). Looking specifically at LGB international students and their interactions with a campus environment and experiences, the Unifying Model of Sexual Identity Development is the theoretical model that will be reviewed in terms of this study.
THEORETICAL FRAMEWORK
The Unifying Model of Sexual Identity Development consists of two parallel elements of development: individual sexual identity development and social identity process (Dillon et al., 2011). Dillon et al. (2011) defined sexual identity development as “the individual and social processes by which persons acknowledge and define their sexual needs, values, sexual orientation, preferences for sexual activities, modes of sexual expression, and characteristics of sexual partners” (p. 657). Whether progressing through individual sexual identity development or the social identity process, sexual identity development consists of five statuses: compulsory heterosexuality, active exploration, diffusion, deepening and commitment, and synthesis. Compulsory heterosexuality applies to any individual that accepts the societal notion that heterosexuality is innate and adheres to cultural norms (Dillon et al., 2011). Transitioning from the status is considered permanent due to due to a perceived evolution of an individual’s understanding of sexual identity development (Dillon et al., 2011). Individuals within the compulsory heterosexuality status are likely to perceive others as heterosexual and to hold prejudices against individuals holding sexual minority identities (Dillon et al., 2011). Active exploration is the “purposeful exploration, evaluation, or experimentation of one’s sexual needs, values orientation and/or preferences for activities, partner characteristics, or modes of sexual expression” (Dillon et al., 2011, p. 660). Active exploration can be conducted through either cognitive or behavioral actions. It must, however, be a purposeful means of exploring sexual identity in an effort to meet an established goal (Dillon et al., 2011). Active exploration is unique to each individual and may vary in term of an individual’s experiences and environment. Diffusion is the “absence of commitment and of systematic exploration” (Dillon et al., 2011, p. 662). There are two forms of diffusion: “diffused diffusion” and “carefree diffusion.” Carefree diffusion consists of having little concern about not having strong commitments (Dillon et al., 2011). Diffused diffusion is associated with experiencing stress about not having commitments (Dillon et al., 2011). Individuals within this status are experiencing an increase in their commitment to their identity (Dillon et al., 2011). Within this status, individuals have an increased likelihood of questioning the societal construct of heterosexuality being the norm (Dillon et al., 2011). Within the status of synthesis, individuals begin to align their identity and beliefs with their attitudes and behaviors (Dillon et al., 2011).

METHODOLOGY

This study utilizes a qualitative approach with semi-structured in-person interviews with participants that identify as LGBTQ International students. It examined the experiences of LGBTQIA international students in the United States and their engagement in activism through student organizations.
With this population of students being understudied in the larger body of literature, the result of this research will allow for institutional staff and future researchers to gain additional insight into the experiences and outcomes of international students that identify as a member of the LGBTQ community. Through using a qualitative approach, this research will provide an understanding of how this population of students interact with the campus environment, how they perceive the campus climate, and what impact their interaction and perceptions have on their performance and overall outcomes.
EXPECTED FINDINGS
Activism can be done in various ways. Activism may include participation in protests, conversations, or joining in clubs and organizations. Respondents discussed their involvement in student organization such as the Gay Straight Alliance, various identity-based organizations, in addition to participating in clubs and programs sponsored by the international center.
In addition to participating in an organization, the use of a universally recognized symbol, such as the Pride Flag, can be used as a form of activism. Fae discussed how seeing the flag was a poetic symbol for her when the group she was with used it to counter a group of Christians.
When it comes to participating in organizations, these may, serve as a way to connect with others or learn more about the campus. However, the organizations also provide an opportunity to, as V explained “raise awareness.” Organization can host discussions and town halls to discuss issues on campus to be brought to the attention of the administration. Additionally, respondents discussed participating in panels to discuss their international and LGBTQIA identity in an effort to raise awareness on campus.
LGBTQIA international students face a unique experience studying in the U.S. due to the potential for discrimination and political hostility aimed at multiple identities. Jared explained how he attempted to combat this by volunteering with the LGBTQIA office, being vocal, out, and advocating.

Author

• Andrew S Herridge, The University of Southern Mississippi