Nurturing a Sense of Belonging in LGBTQIA2S+ Community College Students

Abstract

Background/context: Challenges faced by community college students have both intensified and transformed since COVID-19 hit in spring 2020. As colleges transitioned operations online and are still gradually returning to in-person teaching and learning, they have had to experiment with how to help students maintain some sense of connection to their peers, their learning, and their schools. This task is complicated in a community college setting because of the size and diversity of student populations; supporting particular populations such LGBTQIA2S+ students calls for additional layers of ongoing reflection. Purpose: Amid increased backlash and a surge in legislation against LGBTQIA2S+ individuals, community colleges face the challenge of helping this marginalized part of our student population feel confident that they belong on campus. In reflecting on efforts by my college to support LGBTQIA2S+students before, during, and after the pandemic, I show how a focus on increasing feelings of belonging are instrumental in retaining LGBTQIA2S+ students.