Discrimination against LGBTQ Students on Campus

This document discusses the discrimination against LGBTQ students on campus, its impact on mental health, and the importance of bystander intervention and campus policies to create a safe and inclusive environment. It also provides recommendations for Northeast College to address the issue.

Running head: COMPREHENSIVE EXAMINATION PART A
Comprehensive Exam Part A
Hanshuang Sun
California State University. Northridge
ELPS 697 HE
03/08/2019

COMPREHENSIVE EXAMINATION PART A1
Abstract
Outside the home, schools and college are recognized as primary drivers for educating,
socializing and offering services to youths in the United States. However, these educational
institutions recently have been creating complex environment with the elevating rate of
discrimination against LGBT students (Kulick et al., 2017). The community college in the
Northeast recently have experienced a critical incident of a queer student been molested by a
group of students of the same college. It is apparent that campus climate and racial discrimination
remains a big issue in American higher education. As the head of the diversity and inclusion
team. I seek help from Campus Climate Engagement Team and Diversity and inclusion team to
investigate the matter and provide justifiable resolutions.
Literature Review
Discrimination against LGBTQ Students on Campus
LGBTQ students are recognized to be the most visible on the U.S college campuses and
this community college as well. Kosciw, Palmer and Kull (2015) have noted that due to the
elevating rate of visibility this section has been highly susceptible and remaining sexual-
orientation and gender identity minorities as well as immensely marginalized. It has been noticed
that LGBTQ students in Northeast College has been experiencing several hatred comments such
as “I hate gays. They should be prohibited from entering our college” (Kulick et al., 2017). These
highly discriminatory and bigoted comments have been destabilizing the college environment.
According to Mayo (2014), words such as ‘faggot’ is usually used by anti-gay peers in order
terrorize LGBT youths. Northeast college with nearly 20% of queer students has been losing their
importance in the college thus resulting to increased rate of drop outs and absenteeism. Incidents
such as supporting flyers around campus with off-color jokes about queer individuals are
identified as greater sign of harassment against LGBTQ youths in the campus. However, recent

COMPREHENSIVE EXAMINATION PART A2
incident of campus bullying and physical assault has increased the rate of fear and apprehension
among other LGBTQ students thus resultingto obtain lower grades and high propensity of self-
harm (Kulick et al., 2017).
Intentions to Intervene in LGBT Discrimination
Discrimination against LGBTQ students on college campus occurs throughout the country
which can include LGBT jokes and slurs, verbal harassment and intimidation, inequitable
treatment, physical attacks along with other forms of subtle and blatant mistreatment. Thus
bystander intervention is a vital part of creating safe and inclusive campus for all students and is
critical to support targeted students. Dodge and Crutcher (2015) have noted that bystanders who
intervene in cases of LGBT discrimination can disrupt heterosexist and propose emotional and
practical support to targeted students. The area of discrimination and health has shed more light
on racial discrimination and gender based or sexual-orientation discrimination. However,
Woodford et al. (2014) have noted that explored these associations find a relationship between
discriminatory experiences and poor mental health.
However, Bryant and Soria (2015) have noted that the presence of bystanders and one’s
relationship with those involved are influential factor in bystander intervention. Bystander effect
theory has suggested that bystander intervention is multifaceted and reduces an individual’s
chances of helping marginalized groups due to the presence of passive bystanders. Overall
LGBTQ Americans have report significant personal experiences of assault and racial
discrimination. Racism, sexism as well as homophobia are recognized as all manifestations and
enactments of discrimination which constitutes deleterious effects(Seelman, Woodford
&Nicolazzo, 2017). Pérez and Hussey (2014) have established an association between
experiences of discrimination and negative health outcomes, predominantly mental health

COMPREHENSIVE EXAMINATION PART A3
outcomes such as depression and anxiety disorders. Studies of Woodford et al. (2014) have found
that even though women exhibited higher mental health symptomology in comparison to men,
when sexist events have been taken into consideration.
Furthermore, Human Rights Watch has stated that over 29% of LGBTQ youths are
college dropouts because of the discrimination they have been experiencing in the college
atmosphere (Bryant & Soria, 2015).Human Rights Watch have noted that verbal and physical
violence is a rising tension that LGBT youths which have been gradually getting accustomed and
influencing their psychological wellbeing (Kosciw, Palmer & Kull, 2015). Furthermore, LGBTQ
youths tend to show greater propensity of academic failure and prefer to refrain themselves from
student activities due to the fear of being physically and sexually assaulted. On the other hand,
state and national social as well as policy context have been incompetent in offering justifiable
federal laws to protect students and employees based on sexual orientation (Kulick et al., 2017).
Drawing relevance to these evidences, it can be noticed that Northeast College has been
experiencing similar challenges of handling their students of creating any forms of violence
against the LGBT youths. At this juncture, campus leaders have the opportunity to intervene and
provide obligation to act in order to maintain higher education as a location for LGBTQ student
development and learning and further to improve campus climate and increase inclusion.
Incorporation of Campus Policies
Northeast College with the assistance of Campus Climate Engagement Team and
Diversity and inclusion team must include sexual orientation as well as gender identity in
institutional policy which will provide proper direction for institutional actors and indications to
prospective and current students by stating campus leaders’ severe opposition towards
discrimination. Additionally, Kosciw, Palmer and Kull (2015) have stated that universities and

COMPREHENSIVE EXAMINATION PART A4
community campuses should involve in conducting audit of gender inclusion in policies and
strategic process mapping implementation in order to shed light on additional policy hindrances
to transgender inclusion. For example, evaluate the process of a student changing their name as
well as gender on institutional documents or receiving trans-inclusive healthcare(Kulick et al.,
2017).However, certain simple adjustments must be acknowledged in administrative processes
which would aid in the successful eradication of substantial obstacles for individual students.
Meanwhile, Mayo (2014) has emphasized on the incorporation of LGBTQ subject topics in the
curriculum which would further enhance students’ understanding and perspective towards
LGBTQ section and view them as an imperative part of the society. Reports of Seelman,
Woodford and Nicolazzo (2017) have revealed that institutions namely California State
University who has reported similar types of harassment incidents against LGBTQ students
within their campus has been recently gathering sexual orientation and gender identity
information in systemic manner (Kulick et al., 2017). Drawing relevance from California
University several other educational institutes have been offering elective opportunities after
admission. Institutions can provide direct accessibility to students who self-identify as LGBTQ
and can use this information to comprehend the development of these students through the
institution (Bryant & Soria, 2015). Northeast college, to sustain its LBGT student’s population
and uphold its reputation within this section has also set up a board which will deal with various
issues related to harassment or discrimination. The LGBTQ justice board of the college will be
accountable to charge strict actions against students who will be seen indulging into any
discriminatory acts against LGBTQ students.

COMPREHENSIVE EXAMINATION PART A5
Condemn Acts of Discrimination
It is imperative to create safe and justifiable environment for all youths specifically
students belonging to LGBTQ section. However, in order to build strong linkages with LGBTQ
youths and reinforce their position within the campus stringent actions are important to be
enforced (Bouris& Hill, 2017).
1. College officials and teams of supporting diversity and inclusion of Northeast community
college must suspend the three offenders for causing deliberate harm to queer student and
further deteriorate the environment of the college which once had been recognized for
supporting inclusion of students belonging to diverse ethnic background and
sexualorientation.
2. As a LGBTQ leader, I will be highly accountable of creating a positive approach towards
diversity and inclusive academic environment and declare disapproval and condemnation
of any forms of discriminatory acts which have the propensity to cause physical or mental
harm to LGBTQ students.
3. Most importantly, few LGBTQ volunteers will be present at different areas of the campus
to observe any forms of discriminatory acts against the LGBTQ students and pose
immediate charges against the offenders.
Thus, students as well as any administrative officials must be aware of stringency they might
experience if they acknowledge or concede to any acts of racial discrimination.
Conclusion
In summary, the experiences faced by students on college campus has improved in recent
times since the regulation of immediate expulsion of students accused for involving into acts of
racial discrimination against LGBTQ students. However, majority of LGBTQ students still

COMPREHENSIVE EXAMINATION PART A6
encounter harassment, bigotry comments and discrimination in addition to other hindrances to
full inclusion. Simultaneously, students of some community colleges in the U.S have been
exploring as well as developing LGBTQ support through leadership, association, assignments
and activism. Regardless of raising concern, aligning regulations, policy, implementation and
pedagogy in order to sustain LGBTQ students remains a critical challenge and a positive prospect
for community college leaders.

COMPREHENSIVE EXAMINATION PART A7
References
Bouris, A., & Hill, B. J. (2017). Out on campus: meeting the mental health needs of sexual and
gender minority college students. Journal of Adolescent Health, 61(3), 271-272.
Bryant, K. M., & Soria, K. M. (2015). College Students' Sexual Orientation, Gender Identity, and
Participation in Study Abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 25,
91-106.
Dodge, A. M., & Crutcher, P. A. (2015). Inclusive classrooms for LGBTQ students. Journal of
Adolescent & Adult Literacy, 59(1), 95-105.
Kosciw, J. G., Palmer, N. A., & Kull, R. M. (2015). Reflecting resiliency: Openness about sexual
orientation and/or gender identity and its relationship to well-being and educational
outcomes for LGBT students. American Journal of Community Psychology, 55(1-2), 167-
178.
Kulick, A., Wernick, L. J., Woodford, M. R., &Renn, K. (2017). Heterosexism, depression, and
campus engagement among LGBTQ college students: Intersectional differences and
opportunities for healing. Journal of homosexuality, 64(8), 1125-1141.
Mayo, C. (2014). LGBTQ youth and education: Policies and practices. Teachers College Press.
Pérez, Z. J., & Hussey, H. (2014). A Hidden Crisis: Including the LGBT Community When
Addressing Sexual Violence on College Campuses. Center for American Progress.
Seelman, K. L., Woodford, M. R., &Nicolazzo, Z. (2017). Victimization and microaggressions
targeting LGBTQ college students: Gender identity as a moderator of psychological
distress. Journal of Ethnic & Cultural Diversity in Social Work, 26(1-2), 112-125.
Theriault, D. (2017). Implementation of promising practices for LGBTQ inclusion: A multilevel
process. Journal of Park and Recreation Administration, 35(3).
Woodford, M. R., Han, Y., Craig, S., Lim, C., &Matney, M. M. (2014). Discrimination and

COMPREHENSIVE EXAMINATION PART A8
mental health among sexual minority college students: The type and form of discrimination
does
matter. Journal of Gay & Lesbian Mental Health, 18(2), 142-163.