Student Involvement, University of Nebraska-Lincoln, Lincoln, Nebraska 68588-0453, USA.
J Homosex. 2013;60(7):947-64. doi: 10.1080/00918369.2013.774874.
Previous research has indicated that students who identify as lesbian, gay, bisexual, or transgender (LGBT) often have negative experiences on university campuses due to their sexual orientation or gender identity. Direct and indirect experiences contribute to an overall perception of the campus climate. This study used an online survey to assess students' perceptions of campus climate, their experiences confronting bias, support of family members and friends, and whether they had considered leaving campus. Multiple regression analysis indicated that perceptions of poorer campus climate were predicted by greater unfair treatment by instructors, more impact from anti-lesbian, gay, bisexual, transgender, or queer (LGBTQ) bias on friends' and families' emotional support, and having hidden one's LGBT identity from other students. Cluster analyses revealed four groups of participants distinguished by openness about their sexual orientation and negative experiences, with one group appearing to be at risk for poor retention. Results are discussed in terms of the needs of LGBTQ students on campus.
先前的研究表明，由于性取向或性别认同，自认为是女同性恋、男同性恋、双性恋或跨性别者（LGBT）的学生在大学校园里经常会有负面经历。直接和间接的经历导致了对校园氛围的整体感知。本研究使用在线调查来评估学生对校园氛围的看法、他们面对偏见的经历、家人和朋友的支持，以及他们是否考虑过离开校园。多元回归分析表明，对校园氛围较差的看法受到教师不公平待遇、反女同性恋、男同性恋、双性恋、跨性别或酷儿（LGBTQ）偏见对朋友和家人情感支持的更大影响，以及向其他学生隐瞒自己的 LGBT 身份的预测。聚类分析揭示了参与者的四个群体，他们在性取向和负面经历方面的开放程度不同，其中一个群体似乎面临着较差保留率的风险。研究结果从校园里 LGBTQ 学生的需求方面进行了讨论。
