Transitions Into, and Through, Higher Education: The Lived Experiences of Students Who Identify as LGBTQ+

Jonathan Glazzard,Divya Jindal-Snape,Samuel Stones

doi:10.3389/feduc.2020.00081

Jonathan Glazzard, Divya Jindal-Snape + Show 1 more

Open Access

https://doi.org/10.3389/feduc.2020.00081

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Abstract

This study explores the lived experiences of students who identify as lesbian, gay, bisexual, trans, or queer (LGBTQ+) during their transitions into, and through, higher education. Existing literature presents tragic narratives of students with LGBTQ+ identities which position them as victims. This study conceptualizes transitions as complex, multiple, and multi-dimensional rather than linear. The objectives of the study were to explore: the lived experiences of students who identify as LGBTQ+ in higher education; the role that sexuality and/or gender identity play in their lives over the course of their studies and LGBTQ+ students' experiences of transitions into, and through, higher education. The study is longitudinal in design and draws on the experiences of five participants over the duration of a 3-years undergraduate course in a university in the UK. Methods used include semi-structured interviews, audio diaries and visual methods to explore participants' experiences of transitions. Data were coded and analyzed thematically. This study uniquely found that the participants experienced Multiple and Multi-dimensional Transitions during their time at university and that these transitions were largely positive in contrast to the mainly tragic narratives that are dominant within the previous literature. In addition, this is the first study to have explored the experiences of LGBTQ+ students using a longitudinal study design. As far as we are aware, no existing studies apply Multiple and Multi-dimensional Transitions Theory (MMT) to students in higher education who identify as LGBTQ+.

Highlights

Large-scale studies have demonstrated that there is an increasing prevalence of student mental ill health in higher education
Students who identify as LGBTQ+ have been found to experience an increased risk of developing depression and anxiety (Neves and Hillman, 2017)
To the best of our knowledge, a longitudinal study design has not been adopted with young people who identify as LGBTQ+ before

Summary

Introduction

Large-scale studies have demonstrated that there is an increasing prevalence of student mental ill health in higher education. In 2016, 49,265 undergraduate students in the UK disclosed a mental health condition compared with 8415 in 2008 [(Universities UK (UUK), 2016)]. Large survey data from Vitae (2018) found that between 2011 and 2015 there was a 50% increase in students accessing well-being services in universities. Claims about increasing student mental ill health should be treated cautiously as more students might be willing to disclose poor mental health as a result of attempts to destigmatise it in recent years by the UK government and universities [(Department for Education (DfE) Department of Health (DoH), 2017)]. Students who identify as LGBTQ+ have been found to experience an increased risk of developing depression and anxiety (Neves and Hillman, 2017).

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