Faculty Perceptions of LGBTQ+ Students in Higher Education

Authors

• Serena Gramling, Jacksonville State UniversityFollow
• Laura E. Barrow, Jacksonville State UniversityFollow
• Stacy Mikel, Jacksonville State UniversityFollow
• Mark J. Sciuchetti Dr., Jacksonville State UniversityFollow
• Falynn Turley, Jacksonville State UniversityFollow

Digital Object Identifier

10.18870/hlrc.v16i1.1719

ORCID

Author 1, https://orcid.org/0000-0003-3883-453X;

Author 2, https://orcid.org/009-0007-7023-8005;

Author 3, https://orcid.org/0000-0002-5198-1879;

Author 4, https://orcid.org/0000-0003-1264-1158;

Author 5, https://orcid.org/0000-0002-1523-3101

Abstract

Objective: Limited faculty understanding of LGBTQ+ student experiences may contribute to exclusionary campus climates and discriminatory practices. This study examined faculty perceptions to identify ways to improve support for LGBTQ+ students and promote inclusive environments.

Method: A descriptive quantitative design was used to examine faculty perceptions of LGBTQ+ students and differences across geographic regions. 142 participants completed the 20-item instrument.

Results: Although regional differences in acceptance were observed, geographic location did not significantly predict faculty attitudes. Faculty acceptance played a key moderating role in the relationship between awareness and engagement in inclusive practices. Findings indicated that faculty attitudes alone are insufficient without corresponding inclusive practices.

Implications: These findings underscore the need for institutional support and professional development that facilitate the consistent implementation of inclusive teaching practices.

Recommended Citation

Gramling, S., Barrow, L. E., Mikel, S., Sciuchetti, M. J., & Turley, F. (2026). Faculty Perceptions of LGBTQ+ Students in Higher Education. Higher Learning Research Communications, 16 (1).
DOI:10.18870/hlrc.v16i1.1719