An Analysis of LGBTQIA+ University Students’ Perceptions about Sexual and Gender Diversity

Eva María Torrecilla Sánchez,Francisco J García-Peñalvo,Harold Tinoco-Giraldo

doi:10.3390/su132111786

Eva María Torrecilla Sánchez, Francisco J García-Peñalvo + Show 1 more

Open Access

https://doi.org/10.3390/su132111786

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Journal: Sustainability	Publication Date: Oct 25, 2021
Citations: 2	License type: CC BY 4.0

Affiliation: Universidad de Salamanca

Abstract

The main objective of this study was to explore the perceptions of LGBTQIA+ students regarding sexual and gender diversity in the university context by (1) identifying conceptions about a being LGBTQIA+ student in the higher education context, (2) researching perceptions of the stigma and discrimination against, and inclusion of LGBTQIA+ students and (3) to recognize discourses and scenarios identified by students in the university context regarding sexual diversity and gender diversity, distinguishing their experiences in the classroom as well as in the university, with their peers and with their professors. This research was based on a quantitative method, the sample consisted of 171 students from the School of Medicine of a public university in the United States in the state of Texas. The results showed that there is currently a greater knowledge of the subject of sexual and gender diversity and of the spaces and resources offered by the university on the subject compared to previous years, however, it is found that knowledge is still limited and that this knowledge may possibly be due to the faculty in which they study.

Highlights

Introduction and Rachel RiednerFrom birth, people embark on mental, emotional and social development, in a world with which they interact through institutions that permeate beliefs, practices, attitudes and roles that are socially validated [1]
The process on the experience of LGBTQIA+ students at a U.S university medical school has been a mixed method research project conducted in July–August 2021, and which has been designed and implemented to acknowledge the views and experiences of university students who identify as lesbian, gay, bisexual, trans, queer, questioning, or other orientations or identities that do not conform to cisgender and heterosexual paradigms
There is certainly a need for more research on the quality of life and inclusion of LGBTQIA+ university students [25,59], but as Jourian [10] mentions, there are some elements that can influence the consolidation of the LGBTQIA+ sexual orientation of a person who is in a university context, these are: self-definition, which attributes LGBTQIA+ identity as a personal identity, the influence of peers and friends, social exposure, love experiences and the virtual world

Summary

Introduction

People embark on mental, emotional and social development, in a world with which they interact through institutions that permeate beliefs, practices, attitudes and roles that are socially validated [1]. In this way, the individual begins to create his or her own identity [2]. Diversity is defined as the recognition that a person forms his/her identity in a different way from the binary sexual conception at birth and this can occur in different areas such as affective, sexual, emotional or biological [4,5,6,7]. Sexual diversity refers to the different ways in which a human being chooses to live his or her sexual orientation [4,9]

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