Journal article
High-Impact for Whom? The Influence of Environment and Identity on Lesbian, Gay, Bisexual, and Queer College Students' Participation in High-Impact Practices
Journal of college student development, Vol.60(4), pp.421-436
07/01/2019
DOI: 10.1353/csd.2019.0038
Abstract
We used quantitative data from the National Study of LGBTQ Student Success to investigate if participation in high-impact educational practices influenced lesbian, gay, bisexual, or queer (LGBQ+) students' academic development. We also examined if these effects are mediated by perceptions of the campus environment. Our findings suggested that undergraduate research plays a role in LGBQ+ students' academic development, with instructor relations mediating the effect.
Details
- Title: Subtitle
- High-Impact for Whom? The Influence of Environment and Identity on Lesbian, Gay, Bisexual, and Queer College Students' Participation in High-Impact Practices
- Creators
- Cindy A. Kilgo - University of AlabamaJodi L. Linley - University of IowaKristen A. Renn - Michigan State UniversityMichael R. Woodford - Wilfrid Laurier University
- Resource Type
- Journal article
- Publication Details
- Journal of college student development, Vol.60(4), pp.421-436
- Publisher
- Johns Hopkins University Press
- DOI
- 10.1353/csd.2019.0038
- ISSN
- 0897-5264
- eISSN
- 1543-3382
- Number of pages
- 16
- Language
- English
- Date published
- 07/01/2019
- Academic Unit
- Educational Policy and Leadership Studies
- Record Identifier
- 9984371074302771
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