عنوان

Experiences and Perceptions of HBCU Administrators About LGBTQ Student Services Decisions

Number

TLpq2392051638

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Experiences and Perceptions of HBCU Administrators About LGBTQ Student Services Decisions

General Material Designation

[Thesis]

First Statement of Responsibility

Morgan, Monique

Subsequent Statement of Responsibility

Barclay, Elaine

Name of Publisher, Distributor, etc.

Capella University

Date of Publication, Distribution, etc.

2020

Specific Material Designation and Extent of Item

162

Dissertation or thesis details and type of degree

Ph.D.

Body granting the degree

Capella University

Text preceding or following the note

2020

Text of Note

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

Electronic name

p

[Thesis]

276903

a

Y