Features of University Environments That Support Well-Being as Perceived by Lesbian, Gay, Bisexual, and Questioning Undergraduate Music and Art Students

Abstract

The purpose of this study was to explore features of university environments that support well-being as perceived by undergraduate lesbian, gay, bisexual, and questioning (LGBQ) music and art students. Data were drawn from the 2013–2015 administrations of the College Student Report (CSR) by the National Survey of Student Engagement. Responses of students who identified as music majors, music or art education majors, or as LGBQ ( n = 30,014) were extracted. CSR items regarding the students’ collegiate experiences corresponding with dimensions of Seligman’s well-being theory (i.e., positive emotions, engagement, relationships, meaning, achievement) were used to create composite variables for analysis. The data indicated similar ratings between heterosexual and LGBQ music/art students for positive emotion, engagement, and relationships. In contrast, non–music/art LGBQ students rated items pertaining to positive emotions and relationships lower than heterosexual music/art students and lower than both heterosexual students and LGBQ music/art students in engagement. Both LGBQ groups rated meaning items significantly higher than heterosexual music/art students. The data also indicated that heterosexual music/art students rated achievement items significantly higher than both LGBQ groups. These findings suggest that heterosexual and LGBQ music/art students may perceive better support for their well-being by their institutions’ environments than their non–music/art LGBQ peers.