The Journal of College and University Student Housing - Volume 46, No. 3 - 86

Allison BrckaLorenz, Kyle T. Fassett, Sarah S. Hurtado

the Model of Multiple Dimensions of Identity (Jones & McEwen, 2000) emphasized the
ways in which surrounding context influences
identity salience. This means residence hall
environments play a role in the ways LGBQ+
students experience their sexuality. Experiencing discrimination may negatively impact
the ways in which students develop in their
LGBQ+ and ability identities. Further, being
affirmed in their sexuality influences how students make meaning of their other identities
(Stevens, 2004). The need for residence hall
environments to be supportive and affirming
of marginalized identities is critical as, ultimately, these environments shape students'
identity development and overall experiences
with institutions (Jones & McEwen, 2000;
Miller, 2015, 2017).

IMPLICATIONS FOR PRACTICE
Based on these findings, we have identified
several implications for practice. In this study,
LGBQ+ students with disabilities reported the
highest rates of negative experiences. Crenshaw (2016) used the analogy of an ambulance
not being able to respond to an injured person
to explain intersectionality (in her example,
Black women), arguing that no one takes responsibility for the resources and support
necessary to heal the injury. We urge practitioners to proactively think about how they offer
support and resources for LGBQ+ students
with disabilities, which includes determining who is responsible to respond and follow
through on reports of negative experiences, so
these students do not fall through the cracks.
Specifically, we encourage residence life practitioners to establish partnerships with mental
health, disability services, and LGBTQ/Pride
86

Center professionals to address these students'
needs. This can additionally be supplemented
by building coalitions with off-campus allies as
campus resources can vary.
Residence life practitioners and other practitioners across campus should explore ways to
proactively work against homophobia and heterosexism and evaluate whether their current
policies contribute to these issues. Pitcher,
Camacho, Renn, and Woodford (2018) believed
if institutions communicated the value of the
queer experience through various means then
students would be more successful. Moreover,
policies should be affirming of LGBQ+ students including non-discrimination policies
that are inclusive of sexuality. The symbolic
nature of affirming policies alone could make
a difference (Vaccaro, 2012), and we challenge
residence life practitioners to evaluate whether
policies related to campus living are affirming
of LGBQ+ identities.
Some institutions have changed policies
to restrict roommate choice to increase the
likelihood that students interact with others
different from themselves (Bauer-Wolf, 2018;
Simon, 2018). These policies might place
students from marginalized backgrounds in
positions where they experience increased
discrimination or do not feel comfortable
being themselves (Solórzano, Allen, & Carroll,
2002). For LGBQ+ students with disabilities,
this might be particularly complicated, since
these identities are often invisible (Harley et
al., 2002). Therefore, residence life practitioners should evaluate their roommate matching
policies to consider the experiences of students
from various backgrounds and identities.
Further, residence life practitioners should
ensure both professional and paraprofessional

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING



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

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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