The Journal of College and University Student Housing - Volume 46, No. 3 - 81

Supporting LGBQ+ Students with Disabilities

framed heterosexism as the norm. Outside of
the residence halls, over one-third of LGBTQ
students stated they experienced harassment
at college (Blumenfeld, Weber, and Rankin,
2016) and were more than twice as likely to
attempt suicide than their heterosexual peers
(Harley et al., 2002). LGBT students were also
one-third more likely to depart their institutions than their peers (Blumenfeld et al., 2016;
Harley et al., 2002).

Students with Disabilities
Nearly three decades ago, the United States
granted individuals with disabilities the same
protections as other minoritized demographics
(Wisbey & Kalivoda, 2016). While courts specified qualifications to constitute disabilities,
the term spans more than most people may
imagine (Meade, 2006; Wisbey & Kalivoda,
2016), including invisible disabilities such as
learning, emotional, or chronic health issues
(Brown & Broido, 2015). Although laws require
institutions to provide educational accommodations for students with disabilities, providing outside-of-the classroom accommodations
has proven more challenging (Bryan & Myers,
2006). For example, residence life practitioners may not consider the ways that policies
or programs are not accessible to all students

(Bauman, Davidson, Sachs, & Kotarski, 2013).
Further, some accommodations (i.e., requiring
students with disabilities who require attendant care to live individually) increased isolation, stigmatization, or harassment (Ackles,
Fields, & Skinner, 2013; Bauman et al., 2013).

LGBQ+ Students with
Disabilities
Individuals who hold both a minoritized sexual
identity and disability frequently faced multiple forms of oppression due to heterosexism
and ableism, sometimes even from those ingroup (Harley et al., 2002; Henry et al., 2010).
Both marginalized identities experienced
reductions in how they were understood. Individuals with disabilities were often desexualized (Henry et al., 2010; McRuer, 2011) while
LGBQ individuals were only viewed through
their sexual behaviors (McAllan & Ditillo,
1994). Although both of these marginalized
identities are growing in visibility separately,
how students live within the intersection of
both of these identities needs more exploration
(Harley et al., 2002), which aligns with Means
and Jaeger (2013) who called for researchers to
explore the intersectional identities of queer
students.

FRAMEWORK FOR
UNDERSTANDING IDENTITIES
Nearly one-third of LGBQ+ students
with disabilities have personally
experienced offensive behavior,
discrimination, or harassment
compared to less than one in five
LGBQ+ students without disabilities.

We used Jones and McEwen's (2000) Model
of Multiple Dimensions of Identity as a framework for our study. These scholars posited that
each person has an internal core identity that is
connected to and surrounded by several external identities (race, gender, sexual orientation,
ability, etc.). Additionally, each individual's
internal and external identity development

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Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 46, No. 3

Contents
The Journal of College and University Student Housing - Volume 46, No. 3 - Intro
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