University of Illinois Urbana-Champaign

Perceived barriers and minority stress in college ecosystems as factors of support for LGBTQIA+ students’ utilization of campus resources

Harris-Karnes, Victoria M

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https://hdl.handle.net/2142/132669

Description

Title
Perceived barriers and minority stress in college ecosystems as factors of support for LGBTQIA+ students’ utilization of campus resources
Author(s)
Harris-Karnes, Victoria M
Issue Date
2025-12-01
Director of Research (if dissertation) or Advisor (if thesis)
Ward Hood, Denice
Doctoral Committee Chair(s)
Ward Hood, Denice
Committee Member(s)
  • Commodore, Felicia
  • Moton, Theopolies
  • Pak, Yoon
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
  • LGBTQIA+ college students
  • Minority Stress Theory
  • Ecological Systems Theory
Abstract
This study aimed to explore how LGBTQIA+ students experience the decision-making process about utilizing campus resources, including sexual misconduct resources. These processes are based how and to what extent they feel their sexual orientation and gender identity play a role in their experiences when deciding to use resources; levels of support throughout their educational ecosystem; and their feelings and attitudes toward the institution regarding support for resource utilization. The study uses Bronfenbrenner’s ecological systems theory model (1979) and the minority stress theory (Meyer, 2003) as frameworks to assess the support experienced by LGBTQIA+ students in their college environments. A mixed methods approach was employed to address the dearth in qualitative data to illuminate a deeper understanding of these students’ lived experiences of support. The data collected supports the predetermined themes found in the existing literature: barriers to resource utilization, diminishing levels of support, impact of “outness”, and the existence of LGBTQIA+-informed resources. The findings of this study emphasize the need for LGBTQIA+-informed and inclusive resources to better support this population of students on college campuses. Minority stress can be lessened if colleges encourage and improve support for LGBTQIA+ students which leads to a more equitable college environment.
Graduation Semester
2025-12
Type of Resource
Thesis
Handle URL
https://hdl.handle.net/2142/132669
Copyright and License Information
Copyright 2025 Victoria Harris-Karnes

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