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LGBTQ Students Tammy R Marshall University Marshall Digital Scholar Admissions Faculty Research Admissions 2018 LGBTQ Students Tammy R. Johnson Marshall University, [email protected] Daniel Weber Follow this and additional works at: http://mds.marshall.edu/admissions_faculty Part of the Other Educational Administration and Supervision Commons, and the University Extension Commons Recommended Citation Tammy Johnson and Daniel Weber. “LGBTQ Students,” in Recruiting and Retaining a Diverse Student Body, 99-108. AACRAO, 2018. This Article is brought to you for free and open access by the Admissions at Marshall Digital Scholar. It has been accepted for inclusion in Admissions Faculty Research by an authorized administrator of Marshall Digital Scholar. For more information, please contact [email protected], [email protected]. • CHapter SEVen • Tammy Johnson Dean of Admissions and Executive Director of Enrollment Services Marshall University Daniel Weber University Registrar Northeastern Illinois University 7LGBTQ Students RECRUITING and RETAINING A DIVERSE STUDENT BODY • • • CHapter SEVen LGBTQ Students his chapter addresses both the re- affects their academic success and overall college cruitment and retention of LGBTQ experience” (Daniels and Geiger 2010, 2). college students. General strategies Yet for most LGBTQ students considering as well as best practices and case which college to attend, very little information Tstudies, where applicable, are described. In most is available relative to the climate for LGBTQ stu- instances, this population is referred to as LGBTQ dents on campus. Because as a group they have (Lesbian, Gay, Bisexual, Transgender, or Queer), largely been ignored and rarely been targeted in although, in some instances, more specific de- recruitment initiatives, LGBTQ students typically scriptions are used. Allies are included with this must conduct their own research in order to group, as appropriate, with the sub-population assess individual colleges (Einhaus, Viento and titled LGBTQA in those cases. Croteau 2004). Many times, it is a guessing game As with any sub-population of college stu- on the part of prospective students, and often dents, there is a great deal of variance among they end up relying on word of mouth or in- individual LGBTQ students in terms of their ex- complete information as they attempt to make pectations and desires when it comes to choos- one of the most important decisions of their ing or persisting at a particular college. Perhaps lives. In this chapter, the authors make the case the one unifying objective among members of that these students deserve to be presented with this group is a goal common to almost every accurate information—and in a user-friendly student at every level of study: to find an edu- format—relative to LGBTQ student needs. cational environment in which the student will LGBTQ students must receive relevant infor- feel valued and supported while pursuing his or mation—positive and negative—about campus her educational goals. To this end, LGBTQ stu- climate and related services and organizations in dents have unique needs that historically have order to facilitate their decision making about gone unaddressed. “LGBTQ students routinely which campuses will be the best fit for them. face barriers to their success in higher education, Likewise, once these students have selected an including both direct and indirect discrimina- institution at which to enroll, it is imperative tion and prejudice which oftentimes negatively that their unique needs be considered at every RECRUITING and RETAINING A DIVERSE STUDENT BODY • 99 • CHAPTER SEVEN: LGBTQ Students opportunity. For a college or university that is lengths to customize recruitment publications serious about access by and the success of all stu- and communications according to a broad ar- dents, nothing less than full support of LGBTQ ray of student characteristics. Prospective stu- students will do. dents are routinely targeted by desired academic For institutional officials who want to address major, interest in clubs and organizations, and the needs of LGBTQ students, faculty, and staff, other known attributes. Why, then, is it still the one of the first places to start is also one of the exception rather than the rule for interested pro- most important: Institutions must examine their spective students to receive information related nondiscrimination policy to determine whether to LGBTQ organizations and services? The de- sexual orientation, gender identity, and gender fault argument, for most schools, is that there is expression are included. If these are not formally no way to identify these students. That defense protected by the institution’s non-discrimination does not hold up to scrutiny, however, for any statement, it is imperative that the institution ad- school that allows prospective students to express dress this issue as soon as possible. Without legal interest in certain student clubs or organizations. protection, many students (as well as faculty and It is as easy to list the institution’s LGBTQ orga- staff) will remain “invisible,” either by not par- nization(s) on an interest inventory for prospec- ticipating fully in campus life, for fear of reper- tive students as it is to list Greek organizations cussions, or by formally withdrawing in order to or the marching band. Students who have no study at a more inclusive institution. interest in LGBTQ organizations will simply skip In addition to a formal institutional non-dis- that option, but for an LGBTQ prospective stu- crimination policy, it is also important that the dent who is searching for information about LGBTQ community be conspicuously included campus climate, the inclusion of LGBTQ organi- in discussions related to diversity. It is one thing zations signals that the institution takes the needs for a prospective or current student to hear a uni- of this group seriously and offers services once versity president talk about how he or she values its members are enrolled. Of course, an inquiry diversity in the general sense; it is quite another is only as valuable as the follow-up action that to hear the president mention the LGBTQ com- occurs once it is received, and schools should munity specifically as a group that is valued for immediately contact any student who expresses bringing a unique perspective to campus. interest in LGBTQ organizations or services and While most schools proclaim their intent to provide the requested information however the recruit ‘all students,’ many fail to recognize that student prefers—e.g., print, electronically, etc. not all students can be successfully recruited in (this type of personalized follow up is appropri- the same way. One would be hard pressed to find ate regardless of the area of interest a prospective a contemporary leader in the field of enrollment student indicates). management who does not recognize the value When a prospective student requests infor- of customized recruitment initiatives relative to mation related to LGBTQ organizations and ser- certain student attributes. Many institutions (and vices, the institution should have a specific and the third-party firms that help them reach their targeted publication ready to share immediately. recruitment and enrollment goals) go to great Many institutions cite cost as a reason for not • 100 • RECRUITING and RETAINING A DIVERSE STUDENT BODY CHAPTER SEVEN: LGBTQ Students providing LGBTQ-specific recruitment material, consider dedicating a portion of their campaign but the cost associated with specialized publica- resources to targeting users of LGBTQ-related tions can be minimized by utilizing an electronic educational sites and social media platforms. or print-on-demand model. LGBTQ-specific When designing and implementing on-cam- information should be included in every publi- pus recruitment events, savvy enrollment manag- cation that references student organizations and ers recognize the benefit of employing a diverse services. Some LGBTQ prospective students may group of student, faculty, and staff representatives. not feel comfortable requesting LGBTQ publica- LGBTQ students should be utilized, whenever tions or information. Simply including LGBTQ possible, alongside other current students who are information in general recruitment pieces signals speaking about their college experience or serv- a welcoming campus climate and may make the ing as tour guides or hosts for prospective students. difference in many students’ decisions to enroll. When attempting to enroll a diverse class, it is im- The premise of full LGBTQ inclusion also portant to represent all types of students at every applies to an institution’s general and recruit- opportunity. Prospective students want to feel safe, ment-specific websites. AlthoughLGBTQ stu- valued, and supported on campus, and one of the dents are often used to conducting lengthy best ways for them to evaluate campus climate is searches for information specific to their needs, to speak with other LGBTQ individuals who were including prominent links to the websites of recently in their place. As for any prospective stu- LGBTQ organizations and services will quickly dent, when an LGBTQ prospective student visits lead students to the information they seek—and campus, it’s unclear what to expect. Connecting it will also send the message that the needs of with currently enrolled LGBTQ students who can LGBTQ students are taken as seriously as those openly discuss the social aspects of being LGBTQ of all other prospective students.
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