Exploring LGBT+ campus climate in the UK and Philippines: How prejudice and belonging shape inclusion in higher education

Zyra M. Evangelista; Catherine Lido; Maxine Swingler; Jason Bohan

doi:10.1002/ejsp.2801

Exploring LGBT+ campus climate in the UK and Philippines: How prejudice and belonging shape inclusion in higher education

Zyra M. Evangelista^*, Catherine Lido, Maxine Swingler, Jason Bohan

^*Corresponding author for this work

Psychology

Research output: Contribution to journal › Article › peer-review

3 Citations (Scopus)

Abstract

Although recent global developments suggest progress toward LGBT+ equality, institutional structures perpetuating differential treatment based on sexual orientation and gender identity persist. The present research employed a mixed-method campus climate study of LGBT+ and cis-heterosexual students sampled from Higher Education Institutions (HEIs) in the Philippines and the UK. Phase 1 reports a large-scale survey assessing relationships among students’ social attitudes toward LGBT+, campus climate perceptions and experiences of harassment, well-being, academic persistence, and social identity belonging within the university (LGBT+ = 877; cis-heterosexual = 2107). Phase 2 reports focus groups and interviews with 35 LGBT+ students, further exploring their campus climate experiences. Triangulated results highlight the role of social identity belonging in creating positive LGBT+ campus climates. Fostering belonging, through visible institutional support for intersectional LGBT+ student organisations and endorsement of LGBT+ inclusive policies and programmes, is recommended for creating safe and inclusive spaces for LGBT+ students.

Original language	English
Pages (from-to)	342-360
Number of pages	19
Journal	European Journal of Social Psychology
Volume	52
Issue number	2
Early online date	5 May 2022
DOIs	https://doi.org/10.1002/ejsp.2801
Publication status	Published - 14 Jun 2022

Keywords

campus climate
higher education
LGBT
prejudice
social identity

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10.1002/ejsp.2801

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title = "Exploring LGBT+ campus climate in the UK and Philippines: How prejudice and belonging shape inclusion in higher education",

abstract = "Although recent global developments suggest progress toward LGBT+ equality, institutional structures perpetuating differential treatment based on sexual orientation and gender identity persist. The present research employed a mixed-method campus climate study of LGBT+ and cis-heterosexual students sampled from Higher Education Institutions (HEIs) in the Philippines and the UK. Phase 1 reports a large-scale survey assessing relationships among students{\textquoteright} social attitudes toward LGBT+, campus climate perceptions and experiences of harassment, well-being, academic persistence, and social identity belonging within the university (LGBT+ = 877; cis-heterosexual = 2107). Phase 2 reports focus groups and interviews with 35 LGBT+ students, further exploring their campus climate experiences. Triangulated results highlight the role of social identity belonging in creating positive LGBT+ campus climates. Fostering belonging, through visible institutional support for intersectional LGBT+ student organisations and endorsement of LGBT+ inclusive policies and programmes, is recommended for creating safe and inclusive spaces for LGBT+ students.",

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author = "Evangelista, {Zyra M.} and Catherine Lido and Maxine Swingler and Jason Bohan",

note = "Funding Information: This work was supported by a Newton Fund PhD Grant (ID 332415646) under the Newton‐Agham partnership. The grant is funded by the UK Department for Business, Energy and Industrial Strategy and the Philippine Commission on Higher Education and delivered by the British Council. For further information, please visit www.newtonfund.ac.uk . Publisher Copyright: {\textcopyright} 2021 John Wiley & Sons Ltd.",

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doi = "10.1002/ejsp.2801",

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AU - Bohan, Jason

N1 - Funding Information: This work was supported by a Newton Fund PhD Grant (ID 332415646) under the Newton‐Agham partnership. The grant is funded by the UK Department for Business, Energy and Industrial Strategy and the Philippine Commission on Higher Education and delivered by the British Council. For further information, please visit www.newtonfund.ac.uk . Publisher Copyright: © 2021 John Wiley & Sons Ltd.

PY - 2022/6/14

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N2 - Although recent global developments suggest progress toward LGBT+ equality, institutional structures perpetuating differential treatment based on sexual orientation and gender identity persist. The present research employed a mixed-method campus climate study of LGBT+ and cis-heterosexual students sampled from Higher Education Institutions (HEIs) in the Philippines and the UK. Phase 1 reports a large-scale survey assessing relationships among students’ social attitudes toward LGBT+, campus climate perceptions and experiences of harassment, well-being, academic persistence, and social identity belonging within the university (LGBT+ = 877; cis-heterosexual = 2107). Phase 2 reports focus groups and interviews with 35 LGBT+ students, further exploring their campus climate experiences. Triangulated results highlight the role of social identity belonging in creating positive LGBT+ campus climates. Fostering belonging, through visible institutional support for intersectional LGBT+ student organisations and endorsement of LGBT+ inclusive policies and programmes, is recommended for creating safe and inclusive spaces for LGBT+ students.

AB - Although recent global developments suggest progress toward LGBT+ equality, institutional structures perpetuating differential treatment based on sexual orientation and gender identity persist. The present research employed a mixed-method campus climate study of LGBT+ and cis-heterosexual students sampled from Higher Education Institutions (HEIs) in the Philippines and the UK. Phase 1 reports a large-scale survey assessing relationships among students’ social attitudes toward LGBT+, campus climate perceptions and experiences of harassment, well-being, academic persistence, and social identity belonging within the university (LGBT+ = 877; cis-heterosexual = 2107). Phase 2 reports focus groups and interviews with 35 LGBT+ students, further exploring their campus climate experiences. Triangulated results highlight the role of social identity belonging in creating positive LGBT+ campus climates. Fostering belonging, through visible institutional support for intersectional LGBT+ student organisations and endorsement of LGBT+ inclusive policies and programmes, is recommended for creating safe and inclusive spaces for LGBT+ students.

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Exploring LGBT+ campus climate in the UK and Philippines: How prejudice and belonging shape inclusion in higher education

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