{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/132669"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/132669","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Perceived barriers and minority stress in college ecosystems as factors of support for LGBTQIA+ students’ utilization of campus resources","abstract":"This study aimed to explore how LGBTQIA+ students experience the decision-making process about utilizing campus resources, including sexual misconduct resources. These processes are based how and to what extent they feel their sexual orientation and gender identity play a role in their experiences when deciding to use resources; levels of support throughout their educational ecosystem; and their feelings and attitudes toward the institution regarding support for resource utilization. The study uses Bronfenbrenner’s ecological systems theory model (1979) and the minority stress theory (Meyer, 2003) as frameworks to assess the support experienced by LGBTQIA+ students in their college environments. A mixed methods approach was employed to address the dearth in qualitative data to illuminate a deeper understanding of these students’ lived experiences of support. The data collected supports the predetermined themes found in the existing literature: barriers to resource utilization, diminishing levels of support, impact of “outness”, and the existence of LGBTQIA+-informed resources. The findings of this study emphasize the need for LGBTQIA+-informed and inclusive resources to better support this population of students on college campuses. Minority stress can be lessened if colleges encourage and improve support for LGBTQIA+ students which leads to a more equitable college environment.","abstract_html":"This study aimed to explore how LGBTQIA+ students experience the decision-making process about utilizing campus resources, including sexual misconduct resources. These processes are based how and to what extent they feel their sexual orientation and gender identity play a role in their experiences when deciding to use resources; levels of support throughout their educational ecosystem; and their feelings and attitudes toward the institution regarding support for resource utilization. The study uses Bronfenbrenner’s ecological systems theory model (1979) and the minority stress theory (Meyer, 2003) as frameworks to assess the support experienced by LGBTQIA+ students in their college environments. A mixed methods approach was employed to address the dearth in qualitative data to illuminate a deeper understanding of these students’ lived experiences of support. The data collected supports the predetermined themes found in the existing literature: barriers to resource utilization, diminishing levels of support, impact of “outness”, and the existence of LGBTQIA+-informed resources. The findings of this study emphasize the need for LGBTQIA+-informed and inclusive resources to better support this population of students on college campuses. Minority stress can be lessened if colleges encourage and improve support for LGBTQIA+ students which leads to a more equitable college environment.","abstract_has_math":false,"creators":["Harris-Karnes, Victoria M"],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Ward Hood, Denice","Commodore, Felicia","Moton, Theopolies","Pak, Yoon"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12","date_published":"2025-12","updated_at":"2026-07-22T22:25:07Z","subjects":["LGBTQIA+ college students","Minority Stress Theory","Ecological Systems Theory"],"languages":["en"],"rights":["Copyright 2025 Victoria Harris-Karnes"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/132669","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ward Hood, Denice","Commodore, Felicia","Moton, Theopolies","Pak, Yoon"]},{"key":"dc:creator","label":"Author","values":["Harris-Karnes, Victoria M"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-12","2025-12-01"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["LGBTQIA+ college students","Minority Stress Theory","Ecological Systems Theory"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Victoria Harris-Karnes"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/132669"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study aimed to explore how LGBTQIA+ students experience the decision-making process about utilizing campus resources, including sexual misconduct resources. These processes are based how and to what extent they feel their sexual orientation and gender identity play a role in their experiences when deciding to use resources; levels of support throughout their educational ecosystem; and their feelings and attitudes toward the institution regarding support for resource utilization. The study uses Bronfenbrenner’s ecological systems theory model (1979) and the minority stress theory (Meyer, 2003) as frameworks to assess the support experienced by LGBTQIA+ students in their college environments. A mixed methods approach was employed to address the dearth in qualitative data to illuminate a deeper understanding of these students’ lived experiences of support. The data collected supports the predetermined themes found in the existing literature: barriers to resource utilization, diminishing levels of support, impact of “outness”, and the existence of LGBTQIA+-informed resources. The findings of this study emphasize the need for LGBTQIA+-informed and inclusive resources to better support this population of students on college campuses. Minority stress can be lessened if colleges encourage and improve support for LGBTQIA+ students which leads to a more equitable college environment.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-12-01","The student, Victoria Harris-Karnes, accepted the attached license on 2025-12-01 at 11:29.","The student, Victoria Harris-Karnes, submitted this Dissertation for approval on 2025-12-01 at 11:38.","This Dissertation was approved for publication on 2025-12-01 at 11:57.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22994 on 2026-02-19 at 18:46:08"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Perceived barriers and minority stress in college ecosystems as factors of support for LGBTQIA+ students’ utilization of campus resources"]}]}],"canonical_facts":{"dc:contributor":["Ward Hood, Denice","Commodore, Felicia","Moton, Theopolies","Pak, Yoon"],"dc:creator":["Harris-Karnes, Victoria M"],"dc:date":["2025-12","2025-12-01"],"dc:description":["This study aimed to explore how LGBTQIA+ students experience the decision-making process about utilizing campus resources, including sexual misconduct resources. These processes are based how and to what extent they feel their sexual orientation and gender identity play a role in their experiences when deciding to use resources; levels of support throughout their educational ecosystem; and their feelings and attitudes toward the institution regarding support for resource utilization. The study uses Bronfenbrenner’s ecological systems theory model (1979) and the minority stress theory (Meyer, 2003) as frameworks to assess the support experienced by LGBTQIA+ students in their college environments. A mixed methods approach was employed to address the dearth in qualitative data to illuminate a deeper understanding of these students’ lived experiences of support. The data collected supports the predetermined themes found in the existing literature: barriers to resource utilization, diminishing levels of support, impact of “outness”, and the existence of LGBTQIA+-informed resources. The findings of this study emphasize the need for LGBTQIA+-informed and inclusive resources to better support this population of students on college campuses. Minority stress can be lessened if colleges encourage and improve support for LGBTQIA+ students which leads to a more equitable college environment.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-12-01","The student, Victoria Harris-Karnes, accepted the attached license on 2025-12-01 at 11:29.","The student, Victoria Harris-Karnes, submitted this Dissertation for approval on 2025-12-01 at 11:38.","This Dissertation was approved for publication on 2025-12-01 at 11:57.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22994 on 2026-02-19 at 18:46:08"],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/132669"],"dc:language":["en"],"dc:rights":["Copyright 2025 Victoria Harris-Karnes"],"dc:subject":["LGBTQIA+ college students","Minority Stress Theory","Ecological Systems Theory"],"dc:title":["Perceived barriers and minority stress in college ecosystems as factors of support for LGBTQIA+ students’ utilization of campus resources"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:07Z"}