National Reports
Despite considerable progress over the years, more
information is needed about the experiences of... more Despite considerable progress over the years, more
information is needed about the experiences of GLBQ
college students of color to create conditions that
engender their success. Beyond Coming Out responds to
this clarion call, drawing on nearly 8 years of data from 50
participants at over 20 public and private universities in the
United States.
This 52-page report includes never-before published
results about how GLBQ college students of color identify,
how they deploy sexual identity labels and the meaning
they make of such processes, as well as the strategies they
utilize when disclosing their sexual identity to others. For
instance, for our first finding “What’s a Label, Anyway?”
we describe how GLBQ students sort through a number
of factors when adopting, adapting, or resisting sexual
identity labels. Our analysis reveals that “coming out” for
GLBQ students of color involves a far more complicated,
non-linear decision-making process than traditional
development models suggest.
Consistent with CHEE’s core goal of generating distinctive
research contributions, the report also presents a new
typology that has implications for research and practice, as
well as insights about online identity disclosure behaviors
that could lead to development of new or revision of
existing theory. The report closes with a comprehensive
set of recommendations for campus administrators, faculty,
policymakers, GLBQ students and allies, as well as clergy
and religious leaders. Included in the Appendix is a list
scholarly publications generated by the authors of the
report that readers are encouraged to reference, as well as
a list of resources.
This report goes way Beyond Coming Out to identifying
specific steps for Leaning In for understanding, Moving
Out of our own way, Stepping In to someone else’s shoes,
and Taking Action to improve the lives of GLBQ youth and
campus experiences of GLBQ college students of color
everywhere.
Bookmarks Related papers MentionsView impact
Papers
2015 ASEE Annual Conference and Exposition Proceedings, 2015
Bookmarks Related papers MentionsView impact
Refereed Papers in Conference Proceedings
Strategies for improving student success are particularly important in high-demand fields like sc... more Strategies for improving student success are particularly important in high-demand fields like science, technology, engineering, and math (STEM). As the U.S. experiences a decline in skilled STEM workers and a growing number of racial/ethnic minorities, it is critical that more attention be paid to the college success of underrepresented populations majoring in STEM. While some strategies for increasing STEM student success have focused on social-psychological factors such as academic self-efficacy and resilience, little attention has been given to these factors among specific minority groups in STEM such as Black men. To extend the current literature, interviews with 27 Black male collegians majoring in engineering or engineering-related fields were analyzed through the lens of the ‘buoyant believers’ framework. Based on the model, individuals can be described across four typologies as: (a) students who are confident and resilient, (b) students who are confident but lack resilience, (c) students who lack confidence but exhibit resilience, and (d) students who are neither resilient nor confident. Using the ‘buoyant believers’ framework, we highlight excerpts from interviews to depict students who fit in each category of the matrix. We describe the framework as a useful identification tool to assist college educators looking for clues when identifying strategies to build confident and resilient Black male students in engineering and engineering-related fields. This paper includes strategies related to mentoring, modeling, enrichment activities, and curriculum mastery recommended for the success of each respective student “type” that will prove useful to faculty, staff, and practitioners who work with Black male students in STEM.
Bookmarks Related papers MentionsView impact
Refereed Papers in Conference Proceedings & Digest
In high-demand fields like science, technology, engineering and mathematics (STEM), more success ... more In high-demand fields like science, technology, engineering and mathematics (STEM), more success strategies are needed to effectively recruit and retain college students. One-size fits-all approaches (i.e., those that are supposed to work for all students) often neglect the unique needs of underrepresented populations. Although some strategies exist for helping minority students succeed in STEM, the present investigation uncovered detailed information about how Black male students in engineering and engineering-related fields develop important academic traits such as confidence and resilience. To add to the limited body of literature on Black males in STEM, interview data from 27 Black male students majoring in engineering or engineeringrelated fields were analyzed through the lens of Strayhorn’s ‘buoyant believers’ framework. The framework offers practitioners, faculty, and staff – who work with minority engineering students – guidance for addressing challenges students face and creating pathways for their success. Based on the model, individuals can be described across four typologies as: (a) students who are confident and resilient, (b) students who are confident but lack resilience, (c) students who lack confidence but exhibit resilience, and (d) students who are neither resilient nor confident. The present study focuses solely on the narratives of students who are “buoyant believers.” Specific attention was given to the pre-college and in-college experiences of Black males in engineering and engineering-related fields in order to better identify potential sources of their current confidence and resilience. Findings revealed that research participants’ current confidence and resilience seem to be connected to attributes such as a) childhood adversity, b) a refusal to quit, and c) prior academic success, which ultimately led to their collegiate achievements.
Bookmarks Related papers MentionsView impact
Uploads
National Reports
information is needed about the experiences of GLBQ
college students of color to create conditions that
engender their success. Beyond Coming Out responds to
this clarion call, drawing on nearly 8 years of data from 50
participants at over 20 public and private universities in the
United States.
This 52-page report includes never-before published
results about how GLBQ college students of color identify,
how they deploy sexual identity labels and the meaning
they make of such processes, as well as the strategies they
utilize when disclosing their sexual identity to others. For
instance, for our first finding “What’s a Label, Anyway?”
we describe how GLBQ students sort through a number
of factors when adopting, adapting, or resisting sexual
identity labels. Our analysis reveals that “coming out” for
GLBQ students of color involves a far more complicated,
non-linear decision-making process than traditional
development models suggest.
Consistent with CHEE’s core goal of generating distinctive
research contributions, the report also presents a new
typology that has implications for research and practice, as
well as insights about online identity disclosure behaviors
that could lead to development of new or revision of
existing theory. The report closes with a comprehensive
set of recommendations for campus administrators, faculty,
policymakers, GLBQ students and allies, as well as clergy
and religious leaders. Included in the Appendix is a list
scholarly publications generated by the authors of the
report that readers are encouraged to reference, as well as
a list of resources.
This report goes way Beyond Coming Out to identifying
specific steps for Leaning In for understanding, Moving
Out of our own way, Stepping In to someone else’s shoes,
and Taking Action to improve the lives of GLBQ youth and
campus experiences of GLBQ college students of color
everywhere.
Papers
Refereed Papers in Conference Proceedings
Refereed Papers in Conference Proceedings & Digest
information is needed about the experiences of GLBQ
college students of color to create conditions that
engender their success. Beyond Coming Out responds to
this clarion call, drawing on nearly 8 years of data from 50
participants at over 20 public and private universities in the
United States.
This 52-page report includes never-before published
results about how GLBQ college students of color identify,
how they deploy sexual identity labels and the meaning
they make of such processes, as well as the strategies they
utilize when disclosing their sexual identity to others. For
instance, for our first finding “What’s a Label, Anyway?”
we describe how GLBQ students sort through a number
of factors when adopting, adapting, or resisting sexual
identity labels. Our analysis reveals that “coming out” for
GLBQ students of color involves a far more complicated,
non-linear decision-making process than traditional
development models suggest.
Consistent with CHEE’s core goal of generating distinctive
research contributions, the report also presents a new
typology that has implications for research and practice, as
well as insights about online identity disclosure behaviors
that could lead to development of new or revision of
existing theory. The report closes with a comprehensive
set of recommendations for campus administrators, faculty,
policymakers, GLBQ students and allies, as well as clergy
and religious leaders. Included in the Appendix is a list
scholarly publications generated by the authors of the
report that readers are encouraged to reference, as well as
a list of resources.
This report goes way Beyond Coming Out to identifying
specific steps for Leaning In for understanding, Moving
Out of our own way, Stepping In to someone else’s shoes,
and Taking Action to improve the lives of GLBQ youth and
campus experiences of GLBQ college students of color
everywhere.