The Journal of College and University Student Housing - Volume 43, No. 2 - 60

Carrie A. Kortegast

experience of LGBTQ students. Thus, the
purpose of this study is to explore LGBTQ
student experiences in campus housing.

LGBTQ STUDENTS AND CAMPUS
HOUSING
Perceptions of the campus climate and support
systems available (e.g., people, services), influence the degree to which LGBTQ students
are open about their identity and perceptions
about the campus environment (Evans &
Briodo, 2002; Tetreault, Fette, Meidlinger, &
Hope, 2013). Moreover, some areas on campus,
in particular campus housing, are perceived to
be more challenging climates (Tetreault et al.,
2013; Vaccaro, 2012). However, the empirical
research about the experiences of LGBTQ students in campus housing is scant.
Student perceptions of their residence hall
environments are strongly influenced by their
experiences, openness about their sexual identity, and participation (Fanucce &Taub, 2010;
Evans & Broido, 2002). Perceptions of their
residence hall climates are often correlated
with the perceptions of homonegativity (negative attitudes regarding LGBTQ individuals)
within the community (Fanucce & Taub, 2010).
The more students who perceived the environment to be negative toward LGBT1 issues and
people, the more negative the residence hall
climate. Experiencing direct and indirect harassment and lack of support from resident assistants, roommates, and peers were found to
contribute to a hostile environment (Evans &
Broido, 2002).
However, not all housing experiences are
negative. Herbst and Malaney's (1999) study
of 22 LGBTQ students who lived on an LGBTQ
special interest floor reported a supportive en60

vironment and a safe place free from harassment. Similarly, Evans and Broido (1999)
found that lesbian, gay, and bisexual (LGB) students in residence halls with supportive people
and climates were more likely to be open about
their sexuality and perceive the campus environment more positively. Overall, perceptions
of the residence hall climate for LGBTQ students contributed to students' perceptions of
safety, decisions to disclose identity, and participation in the community.
Given the important role peers have in
shaping the microenvironment of residence
halls, their attitudes and opinions toward
LGBTQ people and topics matter. Bowen and
Bourgeois' (2001) study indicated that students' attitudes toward LGB students were
"pluralistic ignorance" (p. 91). Respondents
believed that their attitudes toward LGB people
were more positive than their peers. Additionally, students who knew an LGB person or had
someone that identified as LGB living on their
floor were more positive toward LGB individuals. Regarding reporting of perceptions of the
residence hall climate, Longerbeam et al.'s
(2007) study found no significant difference
between the perceptions of LGB students and
their heterosexual peers regarding the climate
of their residence halls. However, they offer a
word of caution regarding this finding, stating
that many of the participants were first-year
students and perhaps did not have enough experience to call the climate "hostile or unwelcoming" (p. 225). Similarly, Fanucce and Taub
(2010) found no significant difference between
perceptions of homonegativity and residence
hall community for LGBTQ and heterosexual
respondents.

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING

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