Evaluating social inclusion: An adaptable measure for use on college campuses

Abstract

Gender and sexual identity discrimination are commonly reported among persons of non-heterosexual or non-cisgender identities. Sexual and gender minority (SGM) students are more likely to experience discrimination, hate crimes, poverty, sexually transmitted infections, anxiety, and depression compared to heterosexual and cisgender individuals. These marginalized experiences create a unique need for education, resources, support, and community. Greater awareness of sexual and gender minorities encourages college students to feel comfortable sharing their experiences, and openly identifying as a sexual and/or gender minority. Consequently, to retain the full breadth of diversity within university communities, centers on campus that provide programming, education, and advocacy for minority students are essential for an inclusive campus climate that nurtures diverse student populations. Given the dearth in empirical instruments to support social inclusion among Sexual and Gender Minorities on college campuses, the purpose of this research was to, 1.) Develop a meaningful measure for use in the evaluation of gender identity and sexuality among college students and their perceived social inclusion through the lens of a social inclusion center; and 2.) Include questions addressing efficacy of relevant social inclusion centers for SGM students, staff, faculty, and their allies. This research focuses on self-report data collected through the Gender and Sexual Inclusion, Knowledge, and Attitude Survey from staff, faculty, and undergraduate students from a small liberal arts college in the Pacific Northwest (N = 218).