Out from the margins: Towards more inclusive university teaching and learning practices for lesbian, gay and bisexual psychology students

Abstract

This article explores the experiences of LGB students via a brief report of selected findings from qualitative studies carried out by the Westminster Diversity in Education Research group (WiDER). These studies show that LGB students often feel marginalised and, to some extent, excluded from the departmental and university environment and have concerns over the lack of LGB-related material in course curricula. However, we also found that students described an overall positive experience of taking a psychology degree and a positive evaluation of the discipline itself. In addition to the implementation of concrete policies and procedures for more inclusive learning and teaching practices, universities must also recognise the distinctive needs and experiences of LGB students in higher education in order to create positive change.