{"id":{"repo_id":"dundee","oai_identifier":"oai:discovery.dundee.ac.uk:studenttheses/311c780c-35da-406a-88c6-657ac36245ec"},"canonical_url":"https://search.dev.ndltd.org/etd/dundee/oai:discovery.dundee.ac.uk:studenttheses/311c780c-35da-406a-88c6-657ac36245ec","repository":{"repo_id":"dundee","name":"University of Dundee","base_url":"https://discovery.dundee.ac.uk/ws/oai"},"display":{"title":"Transitions into and through higher education: the lived experiences of students who identify as LGBTQ+","abstract":"<b>Introduction</b>: Existing literature presents tragic narratives of students with LGBTQ+ identities which position them as victims. This study explores the lived experiences of students who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ+) during their transitions into and through higher education. The study conceptualises transitions as multi-dimensional and multiple rather than linear. The objectives of the study were to explore: the lived experiences of students who identify as LGBTQ+ in higher education; the role that sexuality and / or gender identity play in their lives over the course of their studies and LGBTQ+ students’ experiences of transition into and through higher education.<b><br/></b><b><br/></b><b>Methods</b>: The study is longitudinal in design and draws on the experiences of 5 participants over the duration of a three year undergraduate course. Methods used include semi-structured interviews, audio diaries and visual methodologies to explore participants’ experiences of transitions. Data were coded and analysed thematically.<b><br/></b><b><br/></b><b>Key Findings</b>: Key themes including agency, resilience, stress and self-esteem were identified in the data. The participants were agentic, resilient and able to mitigate the impact of stressors. Each demonstrated a positive sense of self. Limitations include the small sample size and the homogeneous nature of the sample, which was predominantly male and all white-British. Both of these factors impact on the reliability of the findings.<b><br/></b><b><br/></b><b>Implications</b>: Implications are identified for the research institution to support the inclusion of a whole institutional approach, including implications for the curriculum, student partnership, campus climate and university-school partnerships.","abstract_html":"&lt;b&gt;Introduction&lt;/b&gt;: Existing literature presents tragic narratives of students with LGBTQ+ identities which position them as victims. This study explores the lived experiences of students who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ+) during their transitions into and through higher education. The study conceptualises transitions as multi-dimensional and multiple rather than linear. The objectives of the study were to explore: the lived experiences of students who identify as LGBTQ+ in higher education; the role that sexuality and / or gender identity play in their lives over the course of their studies and LGBTQ+ students’ experiences of transition into and through higher education.&lt;b&gt;&lt;br/&gt;&lt;/b&gt;&lt;b&gt;&lt;br/&gt;&lt;/b&gt;&lt;b&gt;Methods&lt;/b&gt;: The study is longitudinal in design and draws on the experiences of 5 participants over the duration of a three year undergraduate course. Methods used include semi-structured interviews, audio diaries and visual methodologies to explore participants’ experiences of transitions. Data were coded and analysed thematically.&lt;b&gt;&lt;br/&gt;&lt;/b&gt;&lt;b&gt;&lt;br/&gt;&lt;/b&gt;&lt;b&gt;Key Findings&lt;/b&gt;: Key themes including agency, resilience, stress and self-esteem were identified in the data. The participants were agentic, resilient and able to mitigate the impact of stressors. Each demonstrated a positive sense of self. Limitations include the small sample size and the homogeneous nature of the sample, which was predominantly male and all white-British. Both of these factors impact on the reliability of the findings.&lt;b&gt;&lt;br/&gt;&lt;/b&gt;&lt;b&gt;&lt;br/&gt;&lt;/b&gt;&lt;b&gt;Implications&lt;/b&gt;: Implications are identified for the research institution to support the inclusion of a whole institutional approach, including implications for the curriculum, student partnership, campus climate and university-school partnerships.","abstract_has_math":false,"creators":["Glazzard, Jonathan"],"institution":"University of Dundee","degree_name":"Doctor of Educational Psychology","degree_level":"Doctoral Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Jindal-Snape, Divya","Corlett, Linda"],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020","date_published":"2020","updated_at":"2026-07-24T02:08:52Z","subjects":["LGBTQ+","Transitions","Higher education","Universities"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:discovery.dundee.ac.uk:studenttheses/311c780c-35da-406a-88c6-657ac36245ec"],"render_values":[{"text":"oai:discovery.dundee.ac.uk:studenttheses/311c780c-35da-406a-88c6-657ac36245ec","href":null,"code":true}]}]},"links":{"outbound_url":"https://discovery.dundee.ac.uk/en/studentTheses/311c780c-35da-406a-88c6-657ac36245ec","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Jindal-Snape, Divya","Corlett, Linda"]},{"key":"dc:creator","label":"Author","values":["Glazzard, Jonathan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2020"]},{"key":"dc:date.issued","label":"Date","values":["2020"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Community Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Dundee"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://discovery.dundee.ac.uk/en/studentTheses/311c780c-35da-406a-88c6-657ac36245ec"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Doctoral Thesis"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["Doctor of Educational Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["LGBTQ+","Transitions","Higher education","Universities"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights.embargodate","label":"Dc Rights Embargodate","values":["2025-08-31"]},{"key":"dc:rights.embargoreason","label":"Dc Rights Embargoreason","values":["/dk/atira/pure/core/document/studentthesisembargoreason/commercialexploitation"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:discovery.dundee.ac.uk:studenttheses/311c780c-35da-406a-88c6-657ac36245ec","https://discovery.dundee.ac.uk/en/studentTheses/311c780c-35da-406a-88c6-657ac36245ec"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["<b>Introduction</b>: Existing literature presents tragic narratives of students with LGBTQ+ identities which position them as victims. This study explores the lived experiences of students who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ+) during their transitions into and through higher education. The study conceptualises transitions as multi-dimensional and multiple rather than linear. The objectives of the study were to explore: the lived experiences of students who identify as LGBTQ+ in higher education; the role that sexuality and / or gender identity play in their lives over the course of their studies and LGBTQ+ students’ experiences of transition into and through higher education.<b><br/></b><b><br/></b><b>Methods</b>: The study is longitudinal in design and draws on the experiences of 5 participants over the duration of a three year undergraduate course. Methods used include semi-structured interviews, audio diaries and visual methodologies to explore participants’ experiences of transitions. Data were coded and analysed thematically.<b><br/></b><b><br/></b><b>Key Findings</b>: Key themes including agency, resilience, stress and self-esteem were identified in the data. The participants were agentic, resilient and able to mitigate the impact of stressors. Each demonstrated a positive sense of self. Limitations include the small sample size and the homogeneous nature of the sample, which was predominantly male and all white-British. Both of these factors impact on the reliability of the findings.<b><br/></b><b><br/></b><b>Implications</b>: Implications are identified for the research institution to support the inclusion of a whole institutional approach, including implications for the curriculum, student partnership, campus climate and university-school partnerships."]},{"key":"dc:title","label":"Title","values":["Transitions into and through higher education: the lived experiences of students who identify as LGBTQ+"]}]}],"canonical_facts":{"dc:contributor.advisor":["Jindal-Snape, Divya","Corlett, Linda"],"dc:creator":["Glazzard, Jonathan"],"dc:date":["2020"],"dc:date.issued":["2020"],"dc:description.abstract":["<b>Introduction</b>: Existing literature presents tragic narratives of students with LGBTQ+ identities which position them as victims. This study explores the lived experiences of students who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ+) during their transitions into and through higher education. The study conceptualises transitions as multi-dimensional and multiple rather than linear. The objectives of the study were to explore: the lived experiences of students who identify as LGBTQ+ in higher education; the role that sexuality and / or gender identity play in their lives over the course of their studies and LGBTQ+ students’ experiences of transition into and through higher education.<b><br/></b><b><br/></b><b>Methods</b>: The study is longitudinal in design and draws on the experiences of 5 participants over the duration of a three year undergraduate course. Methods used include semi-structured interviews, audio diaries and visual methodologies to explore participants’ experiences of transitions. Data were coded and analysed thematically.<b><br/></b><b><br/></b><b>Key Findings</b>: Key themes including agency, resilience, stress and self-esteem were identified in the data. The participants were agentic, resilient and able to mitigate the impact of stressors. Each demonstrated a positive sense of self. Limitations include the small sample size and the homogeneous nature of the sample, which was predominantly male and all white-British. Both of these factors impact on the reliability of the findings.<b><br/></b><b><br/></b><b>Implications</b>: Implications are identified for the research institution to support the inclusion of a whole institutional approach, including implications for the curriculum, student partnership, campus climate and university-school partnerships."],"dc:identifier":["oai:discovery.dundee.ac.uk:studenttheses/311c780c-35da-406a-88c6-657ac36245ec","https://discovery.dundee.ac.uk/en/studentTheses/311c780c-35da-406a-88c6-657ac36245ec"],"dc:language":["eng"],"dc:publisher.department":["Community Education"],"dc:publisher.institution":["University of Dundee"],"dc:relation.isreferencedby":["https://discovery.dundee.ac.uk/en/studentTheses/311c780c-35da-406a-88c6-657ac36245ec"],"dc:rights.embargodate":["2025-08-31"],"dc:rights.embargoreason":["/dk/atira/pure/core/document/studentthesisembargoreason/commercialexploitation"],"dc:subject":["LGBTQ+","Transitions","Higher education","Universities"],"dc:title":["Transitions into and through higher education: the lived experiences of students who identify as LGBTQ+"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["Doctoral Thesis"],"dc:type.qualificationname":["Doctor of Educational Psychology"]},"updated_at":"2026-07-24T02:08:52Z"}