The Journal of College and University Student Housing - Volume 43, No. 2 - 59

LESBIAN, GAY, BISEXUAL, TRANSGENDER, AND QUEER
(LGBTQ) student perceptions of their residence hall
environments are influenced by interactions with peers,
resident assistants, residential life administrators, and
campus policies. Using the tradition of storytelling and
drawing upon the experience of 11 LGBTQ participants, this
article provides a narrative of LGBTQ students reflecting on
their experiences living in campus housing and searching
for welcoming and inclusive spaces. The article advocates
for campus housing professionals to re-imagine policies and
practices to promote opportunities for LGBTQ students to
live, learn, and thrive.

... It is in the micro
cultures formed
in residence
halls, student
organizations,
and the classroom
where the climate

INTRODUCTION
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) toward LGBTQ
people. While there has been an increase in LGBTQ visibility on
college campuses as well as in society, LGBTQ students in college
still report negative experiences. LGBTQ students are more likely
to report experiencing harassment and to be the target of derogatory remarks, as well as feel less comfortable with the campus
climate than their heterosexual peers (Rankin, Weber, Blumenfeld,
& Frazer, 2010).
Campus climate and culture is experienced on multiple levels.
Institutional efforts to make the overall campus climate more inclusive and welcoming include adding gender expression and sexual
orientation to nondiscrimination policies, developing LGBTQ
centers, and creating gender-inclusive housing options. However,
"it is in the micro cultures formed in residence halls, student organizations, and the classroom where the climate is experienced
most tangibly through the environments' compositional diversity,
perceived climate, and intergroup relations" (Stewart & HowardHamilton, 2014, p. 124). It is important to understand how these
micro environments, such as campus housing, affect the college

is experienced
most tangibly
through the
environments'
compositional
diversity,
perceived climate,
and intergroup
relations.

V O L U M E 4 3 , NO. 2 * 2 0 1 7

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The Journal of College and University Student Housing - Volume 43, No. 2

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 43, No. 2

Contents
The Journal of College and University Student Housing - Volume 43, No. 2 - Intro
The Journal of College and University Student Housing - Volume 43, No. 2 - Cover1
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