LGBTQ+ College Student Academic Persistence Outcome Expectations

LGBTQ+ college students remain largely invisible in national postsecondary data systems due to identities such as sexual orientation and gender identity not being systematically or consistently reported. Much of the existing research on LGBTQ+ college students focus on campus climate and social experiences, rather than academic perspectives. A quantitative research methodology analyzing survey responses was used to investigate the research question, which was: Are there differences in academic persistence outcome expectations for LGBTQ+ college students by sexual orientation or gender identity? An electronic survey was administered containing the Academic Persistence Outcome Expectation (APOE) Scale. Traditional univariate and multivariate statistical techniques were used, including repeated-measures analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) to examine differences in academic persistence outcome expectations across identity groups. Three primary findings were identified. First, participants who identified as LGBTQ+ women were statistically significantly more likely to respond with stronger positive expectations for some academic persistence outcome expectations. Second, analyses revealed no statistically significant differences across sexual orientation identities. Third, ratings across APOE items varied statistically significantly within the overall LGBTQ+ college student sample. These findings suggest that gender identity provided for a difference in academic persistence outcome expectations within the LGBTQ+ college student sample, but sexual orientation did not. Across the sample, students perceived persistence to be demanding but worthwhile. Stress was widely selected by participants, but coexisted with strong positive outcome expectations. Social identity theory as a theoretical framework was used in this study to demonstrate identity affiliations as in-groups. This lens was used to explain how subgroups, such as sexual orientation and gender identity, act as nesting in-groups within the overall LGBTQ+ community. It is recommended that institutions of higher education collect and disaggregate sexual orientation and gender identity data to better understand the experiences and needs of LGBTQ+ students. Research in this area will continue to enhance awareness of how identities shape academic expectations and experiences, and it will increase support for broad inclusion efforts and data-informed student success strategies.

Level thesis:degree_level

Doctorate Degree

Year dc:date.issued

2026

Author dc:creator

• Allen, YeVonne Faith

Advisor dc:contributor.advisor

• Wiest, Lynda R

Committee members dc:contributor.committeemember

• Oikonomidoy, Eleni
• Sanchez, Jafeth E
• Pérez, Daniel Enrique
• Mitchell, Paul

Language dc:language.iso

en_US, English

Repository record dc:identifier.uri

https://scholarwolf.unr.edu/handle/11714/11939

OAI identifier oai:identifier

oai:scholarwolf.unr.edu:11714/11939