Perceived barriers and minority stress in college ecosystems as factors of support for LGBTQIA+ students’ utilization of campus resources

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.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois Urbana-Champaign

Year dc:date

2025

Author dc:creator

• Harris-Karnes, Victoria M

Contributors dc:contributor

• Ward Hood, Denice
• Commodore, Felicia
• Moton, Theopolies
• Pak, Yoon

• LGBTQIA+ college students
• Minority Stress Theory
• Ecological Systems Theory

Statement dc:rights

• Copyright 2025 Victoria Harris-Karnes

Language dc:language

en

Handle dc:identifier

https://hdl.handle.net/2142/132669

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/132669