1

Gay Men in Higher Education

Caleb Conley

Department of Education, Northern Illinois University

HESA 509: Campus Environments and Student Subcultures

Dr. Quortne Hutchings

December 11th, 2022

 2

Introduction

History presents tragic narratives of LGBTQ students. Campus policies toward lesbian,

gay, bisexual, transgender, and queer (LGBTQ) students have evolved significantly over the last

several decades and have often ‘mirrored changes in societal attitudes’ (Patton, Kortegast, &

Javier, 2011, p.181). Campus environments in present day welcomes safe environment for

LGBTQ students. In this paper, we will look at the history of gay men in higher eduation the

ways in which the experiences of campus climate is changed, implications based on research,

personal feedback, and finally a personal reflection based on past feedback.

History of Gay Men in Relationship to Higher Education

Higher education is a social institution for change, growth, and development. In the last

decade, gay men in the United States—particularly in higher education—have gained increasing

visibility (Renn, 2017). There are still ongoing strides of acceptance for the community, but the

past 100 years have shown difficulties within higher education. A look into the past can start in

the 1920s. Thus this history of relationship section will explore policies and steps universities

took to erase the existence of gay male students on campuses and the progression or lack of on a

university campus. The paper will also explore the ramifications of university officials' policies

and procedures on the health and safety of gay male students and how this population of students

has changed positively in the past decade.

A secret court of 1920 was established at Harvard University to take action against gay

male students. The Secret Court was a disciplinary court of five administrators formed to

investigate charges of homosexual activity among the student population (Cho, 2021). The ad-

hoc court formed after an undergraduate student committed suicide. Cyril Wilcox was an

undergraduate in May of 1920 when he was found dead in his bedroom. Cyril confessed to his
 3

older brother, George Lester Wilcox, of his affair with Harry Dreyfus, an older gentleman, the

night before his death. George found, beat, and obtained the names of others involved in

homosexual activities from Harry Dreyfus. George went to the then-Acting Dean of the college

Chester N. Greenough to provide the information he gathered. From there, the Secret Court of

1920 went on to try dozens of university affiliates over two months. They found 14 individuals

guilty of either being involved in or in proximity to what Greenough termed any “homosexual

act”. The men found guilty faced several repercussions, including expulsion from the university,

Cambridge, and a permanent marker would be on their records providing difficulties in applying

to other universities.

Gay Men in Higher Education 1940s to 1970s

Multiple difficulties showed in many universities that translated for decades to come. In

June 1948, Wisconsin Superior Court Judge Roy H. Proctor sentenced four students to one-year

probation for "participating in abnormal sexual activities" (Nash & Silverman, 2015, p. 441).

The city and university police arrested the students and charged them with sodomy. In that era,

one-year probation was mild because the judge could have sentenced the students to prison for

up to five years.

Administrators at the University of Missouri took a severe approach to gay male students.

Dean of Men, Thomas A. Brady, set out to build the "administrative machinery". When

suspected students showed homosexual behavior at the University of Missouri, administrators

would send students to a psychiatrist on campus. If a student did not see the psychiatrist or left

the school, their record would have a stain that would make enrollment at any other institution

nearly impossible. They [university administrators] perceived homosexuality as a “problem” and

"a sign of declining American morals" (Nash & Silverman, 2015. p. 453).
 4

In the 1950s through 1960s, the President and Deans of Students at Mississippi Southern

College (now the University of Southern Mississippi) spearheaded a hunt for homosexuals, or as

they referred to, sex “deviates,” and “perverts” (Hunting Homosexuals at Southern Miss, 2016).

President William D. McCain and Dean of Students James R. Switzer at the University of

Southern Mississippi implemented a plan of extracting information from a local network of gay

male students who were having sex with other gay male students. President McCain and Dean

Switzer went to the extent of uncovering and removing all homosexuals from the university.

Both administrators performed this by pulling any male student suspected to be a homosexual

into their offices. In one instance, a male student went to speak with President McCain about his

homosexual activity. The young student did not have any sexual relations with male students but

accused other male students of having sexual relations with each other.

At the time, the accusations were all it took for university officials to track down

potential gay male students. Male students could not know which male students identified as gay,

but as long as they accused someone, the university administrators would move on from them.

“The spread of knowledge via rumor served as a form of protection for the men who participated

in the rumor spreading (Hunting Homosexuals at Southern Miss, 2016).” When a student told

President McCain about a potential gay male student, he did not proceed with an additional

investigation before bringing students into his office. The University of Southern Mississippi

was not the only school in that era to track down gay male students. As the decades progressed,

universities’ perceptions of gay male students changed.

Campuses were changing their view of gay male students in the 1960s, bringing the

rights of gay men and LBTQ individuals to the spotlight of many campuses. Students were

organizing to form a community among isolated individuals. However, many academic circles
 5

vehemently opposed new communities supporting gay male students. Administrators had refused

to recognize LGBTQ student groups, perceiving that doing so “would not be beneficial to the

normal development of [the institution’s] students” (Bayer, 1981, p. 119). Due to the fact the

university did not recognize LGBTQ students, many could not announce their sexual orientation

without fear of being arrested.

Student movements for LGBTQ rights proliferated at campuses around the country in the

1970s following Stonewall, generated by persistent, creative organizers using methods and

approaches borrowed from successful student movements for black civil rights and feminist

organizing (Marine, 2011). In 1971, the first campus-based LGBTQ center was established at the

University of Michigan (U-M). Students and members of the larger community came together to

initiate the U of M chapter of the Gay Liberation Front (GLF). Seeking to battle stereotypes of

gay people, fighting homophobic prejudice, and invalidating the mental illness model of

homosexuality (Burris, n.d.).

Progression of Decades

Today, the perception and safety of gay men have changed in a positive light. Gay male

students can thrive academic setting and express who they are. A study, "Intersecting the

Academic Gender Gap: The Education of Lesbian, Gay, and Bisexual America," found that gay

men earn significantly more degrees than straight men (Ruf, 2021). According to Joel Mittleman,

52% of gay men in the U.S. have a bachelor's degree, a total of 16 percentage points higher than

the national average (Mittleman, 2021).

Historically, gay male students have flourish in academics. For instance, 6% of gay men

in America have a J.D., M.D., or Ph.D., making them roughly 50% more likely to have an

advanced professional degree than straight men (Mittleman, 2021). Gay men have opportunities
 6

to not only flourish in academics but can also reflect on who they are and their values in a safe

environment. LGBTQ students can see representation, role models, and communities. Campus

leaders have the opportunity to maintain a safe environment in higher education for LGBTQ

student development and learning, as well as to improve campus climate and increase inclusion.

With the growing representation of gay male students and students that identify within

the LGBTQ spectrum, support and resources are becoming relevant in universities. Virginia

Tech built a Living-Learning community named Lavender House. The community is home to

and for LGBTQ students and allies who want to learn about LGBTQ lived experiences. “A

living-learning community provides LGBTQ students a safe space to call home and to live fully

and authentically as who they are,” said Dr. Shane Windmeyer, founder of LGBTQ nonprofit

Campus Pride (Kyaw 2022).

Experiences with Campus Environments: the Positives and Negatives

Positive Climate

Perceptions of campus climate can have important implications on personal, emotional,

academic, and professional development. Direct and indirect experiences contribute to an overall

perception of the campus climate (Patricia T, et al. 2013). Rankin (2004) defines campus climate

as “the cumulative attitudes, behaviors, and standards of employees and students concerning

access for, the inclusion of, and level of respect for individual and group needs, abilities and

potential” (p. 18). There has been a growing culture of acceptance and inclusivity for gay men

and members of the LGBTQ community on college campuses in recent decades. Support groups

and resources previously unavailable to students are now accessible.

LGBTQ students can find support systems and social networks on a university campus,

and support systems can come from resource centers, affinity, and interest groups (Fine. 2012).
 7

A growing body of research has demonstrated the role that LGBTQ groups play in addressing

problems faced by LGBTQ students (Kulick et al. 2017, p. 1). For example, research shows that

students who join LGBTQ groups are less likely to experience depression (Kulick et al. 2017). A

campus climate can significantly impact students' mental health, and gay men need organizations

supporting health's importance. A study on the benefits of community organizations supporting

LBGTQ found that "results show that LGBTQ community-based organizations have a positive

impact on the development and mental health of LGBTQ youth” (Fish et al., 2019, p. 12)."

Many campuses include some form of organization. Postsecondary National Policy

Institute (PNPI) noted that over 200 LGBTQ centers exist on college campuses across the

country (LGBTQ Students in Higher Education, 2020). Gay men can see representation and role

models and find communities through organizations. These students can now become campus

leaders who have the opportunity to maintain a safe environment in higher education for LGBTQ

student development and learning, as well as to improve campus climate and increase inclusion.

Thus, the next section will explore how negative campus climate experiences for gay men in

higher education disrupts their college experience.

Negative Climate

A negative campus climate comes from multiple areas, and each area presents challenges

for gay men. Studies of campus climate focus on three areas: perceptions and experiences of

LGBTQ people, perceptions about LGBTQ people and their experiences, and the status of

policies and programs designed to improve the academic, living, and work experiences of

LGBTQ people on campus (Renn, 2010. p. 134). Gay men who live in a hostile campus

environment can show concern for their safety. A hostile or unfavorable campus environment

could be detrimental to this group's success in college. Based on an excerpt from the 2010 State
 8

of Higher Education, Lesbian, Gay, and Transgender people, LGBTQ respondents (55%) were

significantly more likely to perceive or observe harassment when compared with heterosexual

respondents (47%) and also more likely to indicate the perceived harassment was based on

sexual identity (78%, 65%, respectively) (Rankin et al., 2010). Gay men in higher education can

be the target of derogatory comments, microaggressions, or discrimination. Harassment varies in

severity, from homophobic comments to threats of violence and direct attacks. LGBTQ students

can experience harassment from multiple areas on a college campus, including university Greek

life, student athletic programs, and student housing.

Residence Halls

Residence halls are where students who live on campus spend most of their time (Levine,

1994; Schroeder & Mable, 1994). Residents create communities based on shared interests,

culture, and organizations on their floors and in the building. “The micro cultures formed in

residence halls, student organizations, and the classroom where the climate is expeieenced most

tangibly through the environments’ compositional diversity, perceived climate, and intergroup

relations” (Stewart & Howard-Hamilaton, 2014, p. 124). One of the many cultures formed in

residence hall is LGBTQ commnities.

University housing can be a more challenging environment for LGBTQ students.

Perceptions of their residence hall climates are often correlated with the perceptions of

homonegativity (negative attitudes regarding LGBTQ individuals) within the community

(Fanucce & Taub, 2010). The more students perceive the environment to be negative toward

LGBTQ issues and people, the more negative the residence hall climate. A student’s experience

of lack of support toward a hostile roommate, resident assistant, and students that live near can
 9

contribute to a negative environment. Having a negative experience can lead the student to

become closed off and have no social life due to the fear of harassment.

However, a study done by Evans and Broido (1999) found that LGB students in residence

halls with supportive people and climates were more likely to be open about their sexuality and

perceive the campus enviornment more positively (Evans & Broido, 1999). When there is an

established a community of acceptance, it creates a positive environment for LGBTQ students.

Northern Illinois University’s (NIU) Residence Life includes an LGBTQ Community floor in

Neptune Hall. The floor is for anyone who identifies as lesbian, gay, bisexual, transgender,

queer, and/or as an ally. Students who live in the community will interact with unique campus

speakers and explore current events through an LGBTQ lens.

Greek Life

Greek life is no exception to hostile environments for gay men. Joining a fraternity can

mean joining a brotherhood where one can grow developmentally into a leader in the

organization. However, gay men rushing to join a fraternity may not be out because they do not

want to be denied membership. In 1996, Douglas N. Case published the first and only national

quantitative study on gay and bisexual men within the college fraternity. He described these men

as the “invisible membership” (Case, 1996). These are gay men who are part of a fraternity but

have not shared their sexual orientation out of fear. A study in 2006 at Southeastern State

University interviewed anonymous gay men in fraternities and found that participants claimed it

was almost impossible to avoid hearing homophobic comments or slurs from other fraternity

members (Hesp, A., 2006). With the fear of being called a derogatory term, gay men hide their

identity and strive not to express their feelings. Gay men in fraternities have to navigate issues of

sexuality and gender expression in culturally based fraternities.

 10

Thus to provide a narrative of Queer Men of Color in culturally based fraternities is to

view the experience in culturally based fraternities. Queer men of color have multiple identities.

The culturally based fraternities were spaces created to counter racism and affirm racial/ethnic

identities, yet they failed to recognize the homophobia that members experienced (Duran, 2019).

DeSantis and Coleman’s (2008) study emphasized how homophobia may manifest within Black

Greek-letter organizations, calling attention to the role of religious beliefs in relation to these

behaviors (DeSantis & Coleman, 2008). Queer men of color performed more normative

masculine traits and characteristics to fit into their fraternity.

In order to comprehend how Queer Men of Color engaged in meaning-making in

fraternities, we needed to ask extensively about their environment and how they responded to

these contexts (Misawa, 2012, p. 242). Based on a focused study by Duran and Garcia, one of the

participants was Evan, an African-American man in the National Multicultural Greek Council

(MGC). The designation of queer brothers as other-centered in Evan’s reflection: “It is like I

was, I was in my letters, but I was still by myself. Thus, I gained what I thought were more

brothers. However, in reality, I just felt even more isolated.” Even though there is homophobia in

culturally based fraternities, gay men still engage in the meaning-making of their experience.

The narrative provided by the Queer Men of Color in culturally based fraternities provided

evidence that there is still progress to be made.

Athletics

For men college student-athletes, opportunities to explore and develop their sexual

orientation may be hindered by sports and social norms associated with athletics participation,

values, and commitments. This is a stigma with athletes to act tough and not showing their

emotions. LGBTQ athletes must juggle their athletic performance in a game and how they
 11

present themselves to the team (Rankin & Weber).. Recent large-scale quantitative studies have

indicated that LGBTQ participants in school-based sport-related activities continue to experience

harassment, bullying, and discrimination stemming from poor leadership and/or negative peer

interactions (Campus Pride, 2012). Harassment can come from practice, locker rooms, and

during a game. In which teammates can use negative, derogatory slurs toward each other. A

report Examining Experience and Peer Culture Interaction about openly gay student-athletes

stated alarmingly was reported that 64% of all harassment occurred while at practice (Bryant,

2015). On and off the field, athletes use derogatory slurs toward each other that could be a joke

to some players. As long as there is anti-LGBTQ hate speech in athletics, gay men will not feel

safe expressing themselves fully.

Gay men’s experience in residence halls, Greek life, and athletics can be turning points

for healthy college development. Even though there was information written on gay men in

athletics, there can be more studies on athletes who are openly out on their teams and how the

players, coaches, and organizations have treated them. These areas can create negative or

welcoming spaces for gay men. The literature read focused more on hostile climates compared to

positive climates. Institutions have seen a growth in inclusivity compared to years before.

However, there is still more room to grow.

Implications

The progress of gay men in higher education from the 1920s to the present day can show

in multiple areas. One area that is not considered is ally training. In the semester, I attended the

Gender and Sexuality Resource Center (GSRC) LGBTQ Ally training at Northern Illinois

University (NIU). The two-part training served as an educational session where I learned about

the experiences and concerns of LGBTQ people and the community. Before the 1970s, it would
 12

be frowned upon and dangerous to conduct ally training because individuals who identify as

heterosexuals did not want to associate themselves with anyone in the Lesbian, Gay, Bisexual,

Transgender, and Queer (LGBTQ) community.

The implication is that the progress of acceptance for LGBTQ students in higher

education was not quick but a slow-moving progression that took many decades and is still

taking place in institutions across the country. When individuals consider progress for LGBTQ

students in higher education throughout history, they only know the main points, such as the civil

rights movements in the 1960s and 1970s. However, with little knowledge of details that

occurred throughout history, such as gay men hunted because they liked other men, individuals

could assume the history for LGBTQ students was not extreme. Therefore, one cannot look at

the research and decide if the progress for LGBTQ students is finished because there is always

more work to be done.

Additional implications are that there is extensive research, case studies, and analysis

covering campus climate for LGBTQ students. There can be continued research, such as LGBTQ

students in residence halls. For example, there was little research about Hall Directors, Resident

Assistants (RA), and other hall leaders and how their perceived notions of LGBTQ students

affect how they interact with the students. In addition, researchers can conduct more qualitative

research in training Residence Hall staff on LGBTQ education. There is research on best

practices, but there is little research on helping LGBTQ students through crises. The common

practice outlined in the research is to refer students to counseling services on a university

campus. However, is there research for when counseling services do not accept walk-in

appointments or/and they are understaffed? The health insurance LGBTQ students have through
 13

their university only applies to their university, and when they cannot get help for a crisis, where

are they supposed to go? These questions should be the focus of future research.

Recommendations for Higher Education and Student Affairs Scholar-Practitioners

Recommendations for supporting LGBTQ students in higher education are to use

resources outside the university to support that student group. There are multiple resources

student affairs practitioners can use, such as The Trevor Project, The National Gay and Lesbian

Task Force (NGLTF), the Consortium of Higher Education Lesbian Gay Bisexual Transgender

Resource Professionals, the Point Foundation, and more. Below is a written portion of each

resource and the implications on how to apply the resource.

The Trevor Project is a nonprofit organization focused on suicide prevention efforts

among lesbian, gay, bisexual, transgender, and queer youth. The organization offers free

assistance to trained counselors (The Trevor Project). Student Affairs Practitioners can use this

as a resource for students by providing them with the information. As a Student Affairs

Practitioner, I would not push this resource on LGBTQ students because it is a sensitive subject.

However, I would inform the student I have the resource if they need it. The NGLTF provides a

networking resource for gay and lesbian students, faculty, and staff through its campus project.

The project provides materials and phone calls on various gay and lesbian issues, such as

establishing gay and lesbian study courses (National Gay and Lesbian Task Force). This resource

LGBTQ students can use to gain access to materials that would not be available at their

institution. A recommendation for institutions’ LGBTQ centers is to promote this organization

through social media. By doing so, the institution can share the information widely. Point

Foundation empowers promising lesbian, gay, bisexual, transgender, and queer students to

achieve their total academic and leadership potential (Point Foundation). The foundation is
 14

another organization that provides resources for LGBTQ students. With all these organizations,

Student Affairs Practitioners need to look for resources that are not only centralized in their

institution. More resources might need for multiple reasons, such as funding. Finishing the paper

will conclude with personal reflections and applications based on feedback from previous papers.

Personal Reflection/Application

Over the course of the semester, I have gained a better understanding of gay men in

higher education. As someone who identifies as a gay man, who is also in higher education, the

research helped me learn more about the history and climate of the group. I have research

experience in higher education for gay men. However, I did not research the ways in which gay

men interact with residence halls, athletics, and Greek life. The article written by Garcia and

Duran, In my letters, but I was still by myself: Highlighting the experiences of Queer Men of

Color in culturally based fraternities, allowed me to learn about Queen men of color are

culturally based fraternities because I do not have experience in the area. Before suggesting

adding the citation, I did not have research in the paper related to Queen men of color. Moreover,

adding the information, in turn, helped my paper to include knowledge that is not the first

information when one researches gay men in higher education.

Reflecting on the feedback from the history and campus climate papers, I noticed in my

writing for the paper I confused “gay male students” with “gay men.” I focused on stating that

they were gay than thinking about referring to gender in sentences. I wanted the importance of

my topic to highlight throughout the paper. However, the feedback helped me understand that I

can still show the same importance of gay men in higher education through my paper, even

though I don’t write the phrase, gay male students.

 15

One detail I learned based on feedback is to include page numbers. To my prior

knowledge, adding page numbers did not help with citations, and I believed they were not

relevant and to include the authors and years, if applicable, for in-text citations. I understand now

that page numbers help emphasize the location of the reference stated in the paper. As I reflect

on the feedback from both papers, it helps strengthen my writing regarding future papers.

Overall, the class was a challenging and rewarding experience. The research, feedback, and

projects helped me understand examples of student subcultures on college campuses and how

they benefit an institution.

 16

References

Bayer, R. B. (1981). Homosexuality and American society. Basic Books.

Bryant. R. M. (2015). The Openly Gay Student-‐Athlete: Examining Experience and

Peer Culture Interaction. A Dissertation Abstract.ase, Douglas N. (1996, April/May).

“A Glimpse of the Invisible Membership.” Perspectives: A P

Burris, N. n.d. Our History. Student Life Spectrum Center University of

Michigan. https://spectrumcenter.umich.edu/article/our-history

Campus Pride, (2012). LGBTQ National College Athlete Report. Charlotte, NC.

Case, Douglas N. (1996, April/May). “A Glimpse of the Invisible Membership.”

Perspectives: A Publication for the members of the Association of Fraternity Advisors

33, no. 3: 7-10.

Cho, I. (2021, May 27). ‘We’ll Keep Telling the Truth’: A Century Later, Harvard

Affiliates Continue Pushing Harvard to Address 1920 Secret Court. The

Harvard Crimson.

https://www.thecrimson.com/article/2021/5/27/century-after-secret-court/

DeSantis, A. D., & Coleman, M. (2008). Not on my line: Homosexuality in Black fraternities. In

G. Parks (Ed.), Black Greek-letter organizations in the twenty-first century (pp. 291–

312). Lexington: University Press of Kentucky.

Duran, A. (2019). “Outsiders in a niche group”: Using intersectionality to examine resilience for

queer students of color. Journal of Diversity in Higher Education. Advance online

publication. http://dx.doi.org/10.1037/dhe0000144
 17

Evan, N. J., & Broido, E. M. (1999). Coming out in college residence halls: Negotiation,

meaning-making, challenges, supports. Journal of College Student Development, 40(6),

658-668.

Fanucce, M. L., & Taub, D. J. (2010). The relationship of homonegativy to LGBT

students and non-LGBTQ students’ perceptions of residence hall climate. Journal of

College and University Student Housing, 36(2), 24-41.

Fine, Leigh E. (2012). “The Context of Creating Space: Assessing the Linklihood of College

LGBT Center Presence.” Journal of College Student Development 53(2):285-99.

Fish, J. N., Moody, R. L., Grossman, A. H., & Russell, S. T. (2019). LGBTQ Youth-Serving

Community-Based Organizations: Who Participates and What Difference Does it

Make?. Journal of youth and adolescence, 48(12), 2418–2431.

https://doi.org/10.1007/s10964-019-01129-5

Garcia, C. E., & Duran, A. (2021). “In my letters, but I was still by myself”: Highlighting the

experiences of Queer Men of Color in culturally based fraternities. Journal of Diversity

in Higher Education, 14(2), 228.

Hunting Homosexuals at Southern Miss: 1955-1965. (2016, October 1). OutHistory, It’s About

Time. https://outhistory.org/exhibits/show/southern-miss-docs/hunting-bibiog

Hesp, G. A. (G.A.). (2006). Out of the Closet and on to Fraternity Row: an Ethnogrphic

Study on Heterosexism and Homophobia in a College Fraternity Community. Retrieved

from http://purl.flvc.org/fsu/fd/FSU_migr_etd-4071

Kulick Alex, Wernick Laura J., Woodford Michael R., Renn Kristen. 2017. “Heterosexism,

Depression, and Campus Engagement among LGBTQ College Students: Intersectional

Differences and Opportunities for Healing.” Journal of Homosexuality 64(8):1125–41.

 18

Kyaw, A. (2022, August 17). Virginia Tech to Open LGBTQ+ Living Learning

Community. Diverse Issues in Higher Education.

https://www.diverseeducation.com/news-roundup/article/15295698/virginia-tech-

to-open-lgbtq-living-learning-community

Levine, A. (1994). Guerrilla education in residential life. In C. C. Schroeder & P. Mable

(Eds.), Realizing the educational potential of residence halls (pp. 93-ro6). San Francisco:

Jossey-Bass.

LGBTQ Students in Higher Education. (2020, June 1). Postsecondary National Policy

Institute. https://pnpi.org/lgbtq-students-in-higher-education/

Marine, S. (2011). Special issue: Stonewall’s legacy—bisexual, gay, lesbian, and transgender

students in higher education. ASHE Higher Education Report, 37(4), 1–145.

Misawa, M. (2012). Social justice narrative inquiry: A queer crit perspective. Proceedings of the

Adult Education Research Conference (pp. 239–246). Retrieved from

http://newprairiepress.org/aerc/2012/papers/34

Mittleman, J. (2021, October 21). Intersecting the Academic Gender Gap: The

Education of Lesbian, Gay, and Bisexual America.

https://doi.org/10.31235/osf.io/26a8d

Nash, M., & Silverman, J. (2015). “An Indelible Mark”: Gay Purges in Higher

Education in the 1940s. History of Education Quarterly, 55(4), 441-459.

doi:10.1111/hoeq.12135

National Gay and Lesbian Task Force. https://www.thetaskforce.org/ Retrieved

December, 11th, 2022.

 19

Patton, L. D., Kortegast, C., & JAvier, G. (2011). LGBTQ millennial in college. In F.A. Bonner

II, A. F. Marbley, & M. F. Howard-Hamilton (Eds.), Diverse millennial students in

college: Implications for faculty and student affairs (pp. 175-192). Sterling, VA: Stylus.

Patricia A. Tetreault PhD MLS, Ryan Fette MEd, Peter C. Meidlinger MA & Debra Hope PhD

(2013) Perceptions of Campus Climate by Sexual Minorities, Journal of Homosexuality,

60:7, 947-964, DOI: 10.1080/00918369.2013.774874

Point Foundation: The LGBTQ Scholarhip Fund. Retrived December 11, 2022.

https://pointfoundation.org/

Rankin S. Weber G. Blumenfeld W. J. Frazer S. Campus Pride & Q Research Institute

for Higher Education. (2010). 2010 State of higher education for lesbian gay bisexual &

transgender people. Campus Pride.

Rankin S. Weber G. Blumenfeld W. J. Frazer S. Campus Pride & Q Research Institute for

Higher Education. (2010). 2010 State of higher education for lesbian gay bisexual &

transgender people. Campus Pride.

Rankin, S. (2004). Campus climate for lesbian, gay, bisexual, and transgender people. Diversity

Factor, 12(1), 18–23.

http://www.researchgate.net/publication/233681325_Campus_Climate_for_Lesbian_Gay_Bisex

ual_and_Transgender_People

Rankin, S., Weber, G. Mind, Body and Sport: Harassment and discrimination – LGBTQ student-

athletes: an excerpt from the sport science institute’s guide to understanding and

supporting student-athlete mental wellness. NCAA.

https://www.ncaa.org/sports/2014/11/5/mind-body-and-sport-harassment-and-

discrimination-lgbtq-student-athletes.aspx
 20

Renn, K. (2017, April 10). LGBTQ Students on Campus: Issues and

Opportunities for Higher Education Leaders. Higher Education Today.

https://www.higheredtoday.org/2017/04/10/lgbtq-students-higher-education/

Ruf, J. (2021, November 21). Gay Men Have the Highest Rates of Degree

Attainment in U.S., Study Finds. Diverse Issues in Higher Education.

https://www.diverseeducation.com/demographics/lgbtq/article/15281777/gay-

men-have-the-highest-rates-of-degree-attainment-in-us-study-finds

Stewart, D. L., & Howards-Hamilton, M. F. (2014). Engaging lesbian, gay, and bisexual students

on college campuses. In S. J. Quaye & S. R. Harper (Eds.), Student engagement in

higher education: Theoretical perspectives and practical approaches for diverse

populations (pp. 121-135). New York: Routledge.

The Trevor Project: For Young LGBTQ Lives. Retrieved December 11th, 2022.

https://www.thetrevorproject.org/