The Journal of College and University Student Housing - Volume 46, No. 3 - 94

Matthew Antonio Bosch

This study provides a glimpse into the lived
experiences of LGBTQ+ professionals working
in housing and residence life. In providing
suggested considerations and recommendations for change, the participants shared their
employment experiences as points of action,
advocacy, and accountability for departments
of housing and residence life.

STUDENT RESEARCH
OUTPACING STAFF RESEARCH
A growing body of research illuminates factors
within residence hall environments that influence the development of LGBTQ+ students.
Such studies explored concepts of homophobia, transphobia, heterosexism, and homonegativity where negative attitudes towards
LGBTQ+ people influence residence hall
climate and overall feelings of safety involving
physical and mental health (Evans & Broido,
2002; Fanucce & Taub, 2010; Johnson, Oxendine, Taub, & Robertson, 2013; Kortegast, 2017;
Nicolazzo, Marine, & Wagner, 2018; Pryor, Ta,
& Hart, 2016; Sanlo, 1998).
Research studies also explored LGBTQ+
inclusion through a lens of campus climate
topics, including a sense of belonging in and
out of the classroom as well as access to leadership experiences and mentoring opportunities
with staff and faculty (Brown & Gortmaker,
2009; Evans & Herriott, 2004; Garvey, Rankin,
Beemyn, & Windmeyer, 2017; Garvey, Taylor, &
Rankin, 2015; Longerbeam, Inkelas, Johnson,
& Lee, 2007; Pryor, 2018; Renn & Bilodeau,
2005; Renn, 2007). Additional studies focused
on advancing the experiences of a particular
group of students, such as transgender students (Beemyn, Domingue, Pettitt, & Smith,
2005; Beemyn, 2005; Nicolazzo & Marine,
94

2015) or Black gay male students (Dumas,
1998; Harris, 2003; Means & Jaeger, 2013;
Strayhorn & Mullins, 2012).
Research studies on LGBTQ+ professional
staff in higher education focused on participants employed in a variety of functional areas,
not just housing and residence life (Croteau &
Lark, 1995; Croteau & von Destinon, 1994;
Cullen & Smart, 1991; Johnson, 2009; Kortegast & van der Toorn, 2018; Ottenritter, 2012;
Rankin et al., 2010; Renn & Hodges, 2007;;
Sanlo, Rankin, & Schoenberg, 2002; Vaccaro,
2012). The aforementioned studies highlighted fears and potential retaliation around
coming out, encounters of anti-LGBTQ+
remarks, patterns of job discrimination, and
overall workplace climates that can feel unwelcoming, hostile, and lacking any accountability
from the institution.

METHOD
Using qualitative analysis, 10 higher education
professionals with full-time professional experience in housing, residence life, and student
conduct participated in interviews. The semistructured interviews, ranging from 45 to 90
minutes, were recorded via video and audio.
Professionals selected their own pseudonyms
and were asked a series of questions using
an interview protocol, including time for follow-up questions. Questions from the interview protocol focused on which experiences
LGBTQ+ professionals perceived as helpful or
hindering to their careers in higher education.
In turn, the participants offered important considerations and recommendations for change
across their departments and institutions.
Open coding of the interview transcripts
allowed for pattern analysis of recurring

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING
The Journal of College and University Student Housing - Volume 46, No. 3

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