عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
TLpq2392051638
انگلیسی
Experiences and Perceptions of HBCU Administrators About LGBTQ Student Services Decisions
[Thesis]
Morgan, Monique
Barclay, Elaine
Capella University
2020
162
Ph.D.
Capella University
2020
Historically Black Colleges and Universities (HBCUs) have shown significant growth in supporting their lesbian, gay, bisexual, transgender, and queer students. However, a number of these institutions do not see a need to implement specialized resources and support for their LGBTQ students. Instead, support is focused on a generalized student population. Some administrators have difficulty in adapting to LGBTQ students in the academic and social landscapes of their campus, hindering the offering of specific resources. The traditional and conservative foundations of HBCUs play a role in the decision making of administrators to offer the necessities needed for LGBTQ students. The purpose of designing this generic qualitative inquiry was to highlight the perceptions and experiences of administrators at HBCUs who are responsible for addressing gender identity/expression and LGBTQ student issues on their campuses. The primary focus was on administrator experiences relating to LGBTQ students, and gender identity/expression was of importance to address the gap in current literature. This study specifically focused on student affairs and student services offices' vice presidents, deans, and directors. It explored the participants' experiences and perceptions of LGBTQ and gender identity/expression through semi-structured interviews utilizing a purposeful sampling strategy. Bronfenbrenner's ecological and social learning theories were the theoretical frameworks guiding this study. Data analysis utilized to answer the research question, "What are the experiences and perceptions of HBCU administrators in responding to LGBTQ supportive services and issues on their campuses?" Seven themes emerged: Enduring Student Existence with Continued Subjugation, Insufficient Resources to Support LGBTQ Student Needs, Competency Limiting the Allocation of Resources and Services, LGBTQ Student Interactions Yielding Governance and Humiliation, Prior Administrative Disruption in the Implementation of Policies and Programs, Foundational Principles of Religion and Spirituality as a Hindrance, and Traditional Dispositions with Limited Evolution of Mindsets. The findings of this study revealed that despite consistent institutional and cultural barriers, HBCU administrators are responding to their LGBTQ students through approaches considered suitable, guided by the policies of their respective HBCU institutions.
Educational administration
Gender identity
HBCU
Higher education administration
LGBTQ students
Student services
Barclay, Elaine
Morgan, Monique
مطالعه متن کتاب p
[Thesis]
276903
a
Y
