Journal of College & University Student Housing Vol 49, No. 1 - 93

Designing an LLC for LGBTQ+ Students
Data Analysis
A combination of deductive coding and the constant comparative method (Glaser,
1965) were used to analyze data. Analytical notes were taken during each focus group
to determine potential follow-up questions, noteworthy experiences that participants
shared, and emergent themes across participants' responses. These memos were used
to develop a coding scheme that covered three areas: (1) how LLCs were currently supporting
LGBTQ+ students, (2) how LLCs could be supporting LGBTQ+ students, and
(3) how an LGBTQ+ LLC could support students. Pre-codes were developed related
to each of these areas, and then we leaned on elements of the constant comparative
method to conduct multiple rounds of coding. We did this by constantly comparing
our data with the codes and categories that arose and continuing to compare them as
we developed our themes. The constant comparative method involved an iterative process
of reviewing transcripts, developing codes, and constantly comparing and redefining
themes as we analyzed more data (Glaser, 1965). In each round, the established
pre-codes and open coding were used to code the data and compare new codes, note
emerging themes, and outline steps to guide the next round of coding. Following the
final round of coding, a consensus around themes was established.
LIMITATIONS
This study was not without limitations. Given that the setting of this study was a large
public university in the South, these findings may be limited in reflecting the needs,
desires, and expectations of all LGBTQ+ college students. Participants in this study
were speaking to their experiences within an institutional environment with which
they were familiar. Thus, it is important not to generalize these findings across institutions,
especially those with characteristics different than those of this study site.
FINDINGS
Four considerations emerged which shed light on what was important to students
when designing an LLC for the LGBTQ+ population. The following considerations
were most relevant for practitioners in the planning stages of an LLC: sense of belonging,
staff and training, resources and programming, and safety and well-being
concerns. Across the ten focus groups conducted, these topics generated the most
discussion from students and were most salient regarding implications for policy
and practice. While some subthemes emerged, we instead focus on the overarching
themes to bring clarity to our recommendations. Some subthemes, such as community
building, occurred across all four themes. This is because each of our themes has
considerations that will assist in the building of communities for LGBTQ+ students
on campuses.
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Journal of College & University Student Housing Vol 49, No. 1

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