Examining the Relationship Between Academic Disciplines, LGBTQ Environments, and Campus Climate Among LGBTQ Collegians

• In Event: Poster Session 10
  In Poster Session: Student Learning and Development in Higher Education Poster Session

Abstract

The purpose of this study was to explore the relationships among college major, academic environments, and perceptions of campus climate for LGBTQ students. Data for this study originated from The National LGBT Alumni Survey and included 1,527 LGBTQ respondents who graduated between 2004-2013. We utilized structural equation modeling following our hypothesized conceptual model based on the multicontextual model for diverse learning environments (Hurtado, Alvarez, Guillermo-Wann, Cuellar, & Arellano, 2012). The final structural model had good fit (RMSEA = .033, CFI = .980, SRMR = .022), with the R-square for perceptions of campus climate at .222. Our final structural model confirms the direct relationship between academic disciplines and instructor/peer identity among LGBTQ collegians, with directional differences across disciplines.

Authors

• Jason C. Garvey, University of Vermont

• Elizabeth Niehaus, University of Nebraska - Lincoln