Institutional Support for Queer International Students in U.S. Higher Education Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/wm117r41c

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  • Within the United States, international student enrollment in institutions of higher education has been climbing sharply over the past decade. However, despite this increase, colleges and universities largely do not adequately support these student and their unique needs within higher education. International students who identify as lesbian, gay, bisexual, trans, and/or queer (LGBTQ+), further referred to here as queer international students, receive remarkably little attention in student development literature and practice. What little attention this student population does receive suggests that they face many unique challenges in their experiences within U.S. higher education, such as isolation from both LGBTQ+ student and international student support spaces and fear of revealing their queer identity due to severe repercussion for doing so in their countries of origin. In order to, in part, address this gap within the literature, this study examined institutional support programs, policies, practices, and resources that exist to address queer international students in U.S. higher education. The central research question that framed this study was: What types of programs, policies, practices, and resources exist that address queer international students at institutions of higher education in the United States? This research used a qualitative methodology in the narrative research design tradition to gather data from six participants from four colleges and universities. Three key themes were found in the responses of the participants. First, there are emerging programs, practices, and resources specifically designed to address queer international students. Second, collaboration and visibility have been key components to the current offering of programs, policies, practices, and resources for queer international students. Third, queer international students face a barrage of barriers and challenges within their experiences in higher education in the United States. Several implications from these themes are discussed, such as the dichotomy of creating new support approaches for queer international students versus making existing ones more inclusive and the potential limitations of visibility based approaches.
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  • description.provenance : Approved for entry into archive by Julie Kurtz(julie.kurtz@oregonstate.edu) on 2016-06-16T16:14:31Z (GMT) No. of bitstreams: 2 license_rdf: 1379 bytes, checksum: da3654ba11642cda39be2b66af335aae (MD5) WallRylanR2016.pdf: 579632 bytes, checksum: cf584031212dcd0f507ea50b71b83833 (MD5)
  • description.provenance : Approved for entry into archive by Laura Wilson(laura.wilson@oregonstate.edu) on 2016-06-16T21:53:33Z (GMT) No. of bitstreams: 2 license_rdf: 1379 bytes, checksum: da3654ba11642cda39be2b66af335aae (MD5) WallRylanR2016.pdf: 579632 bytes, checksum: cf584031212dcd0f507ea50b71b83833 (MD5)
  • description.provenance : Submitted by Rylan Wall (wallr@oregonstate.edu) on 2016-05-31T01:59:32Z No. of bitstreams: 2 license_rdf: 1379 bytes, checksum: da3654ba11642cda39be2b66af335aae (MD5) WallRylanR2016.pdf: 579632 bytes, checksum: cf584031212dcd0f507ea50b71b83833 (MD5)
  • description.provenance : Made available in DSpace on 2016-06-16T21:53:33Z (GMT). No. of bitstreams: 2 license_rdf: 1379 bytes, checksum: da3654ba11642cda39be2b66af335aae (MD5) WallRylanR2016.pdf: 579632 bytes, checksum: cf584031212dcd0f507ea50b71b83833 (MD5) Previous issue date: 2016-04-25

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