Abstract
While some community college campuses acknowledge the presence of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students, few institutions pursue research to identify the needs of these students. As a result, many LGBTQ students in higher education are invisible; therefore, their experiences are known only anecdotally. This article proposes to examine the lives of LGBTQ college students to provide an understanding of students’ behaviors and stressors and how those areas affect students’ academic achievement and success in college.
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