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homophobia and transphobia within the student body and university staff, faculty, and administration. Aside from combating prejudices toward the LGBTQ+ community, there may need to be additional work done to combat other prejudices perpetuated by members of a campus LGBTQ+ community and their center's space, staff, and programming. A key critique of current outreach has been that existing centers may be unintentionally serving and targeting more privileged and "dominant" identity-holding members of a campus's LGBTQ+ community. For LGBTQ+ students of color, this may negatively impact them. The support needed to bolster higher administration to allocate the funds, staffing, and resources is often very hard to attain or takes years of momentum among predominantly undergraduate students. Due to centers primarily focusing on student outreach and assistance, some have criticized the undue burden put on students, particularly undergraduates, to bring action, successful programs, and acclaim from both university administrators and outside organizations like Campus Pride. In regards to non-students, there has been additional criticism of existing centers and other university administrators for poor outreach to LGBTQ+ alumni and potential LGBTQ+ alumni donors.
368:, support social opportunities for LGBT people to interact, and sponsor educational events for the campus as a whole. Most Campus Centers provide referrals to other campus departments or off-campus organizations to help meet student needs. Due to this increased support, many students view these centers more positively than the rest of their institution's campus and climate, creating a "micro-climate" in the larger scheme of an institution's campus climate. Regardless of the concentration of on-campus support in these centers, the presence of these centers typically increases the available resources for students and increases perception from outside of the institution. Students who engage with centers are more likely to be out which allows them to further connect with these current students, but also encourages other LGBTQ+ students come out and grow relationships with them.
449:(HIPs) but holistically through mentorship and counselling support. This physical space has been noted as an effective way to incorporate the LGBTQ+ community in providing a safe space for students to find support while combating the adversities they experienced as students at their post-secondary institution. Through qualitative accounts from students discussing the importance of this space acting as their primary stop when looking for support, students stated that they knew they would find others and more importantly professional staff who would support them through navigating processes on campus and connecting them with other professional staff that would be supportive of them. LGBTQ+ student centers are key contributors in the development of inclusive environments for the LGBTQ+ community and link to academic persistence at post-secondary institutions. The
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Since the more rapid rise of centers beginning in the late 1990s/early 2000s, there has additionally been an increasing need for these centers—particularly as the proportion of openly LGBTQ+ in the United States has steadily increased. Awareness of centers and their resources on campus may be one of
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Many universities such as
Bowling Green State University have expanded upon 'LGBT' to be more inclusive in their titles like 'LGBTQ+ Resource Center.' Students have been gradually preferring less binary labels for their personal identities as well as campus-affiliated resource centers. While some
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Centers have been criticized for often being established, given full-time staff, or otherwise expanded in reaction to an event or events on or off-campus. Additionally, many students may feel that even after the creation of a campus LGBT+ center, there may be an existing culture of hostility and
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According to
Sokolowski and the Consortium of Higher Education LGBT Resource Professionals, "LGBT resource centers must also be staffed by at least one halftime (50% or 20 hours per week) professional staff person or graduate assistant whose job description is solely dedicated to serving the LGBT
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on campuses is ensuring that students feel welcomed and accepted in their spaces. Inclusion at its core provides LGBTQ+ students the same engagement opportunities as their counterparts, and it provides the equity that students have been working in absence of when showcasing their true potential.
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and one outside of North
America that currently have resource centers for LGBTQ+ students. Centers are still frequently seen as a key way to foster relationships and networking among LGBTQ+ students, faculty, and staff, and are often marketed as such to bring a positive awareness.
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professionals who are associated with LGBTQ+ student centers contribute to the development of an inviting and inclusive environment, also known as a "warm" campus climate. This creation of a "warm" climate allows for students to develop not only intellectually through
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Most LGBT student centers are concentrated where there is more support for LGBTQ+ students. As of March 2019, there are still eight states that have no institutions with an LGBT student center and nine that only have one institution with a center statewide.
306:, a continued presence of hostile actions and climate spreading to campus has led to the creation of these centers. The movement has been slower outside of predominantly white institutions (PWIs); the first historically black college/university (
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Pitcher, Erich N.; Camacho, Trace P.; Renn, Kristen A.; Woodford, Michael R. (June 2018). "Affirming policies, programs, and supportive services: Using an organizational perspective to understand LGBTQ+ college student success".
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Despite the increasing support for these centers, it has been repeatedly noted that university administrators need to be made more aware of the issues facing LGBTQ+ students and the need for these centers on their campuses.
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due to roughly 10-15% of U.S. institutions of higher education having a center for LGBTQ+ students. On an international level, the
Consortium of Higher Education LGBT Resource Professionals lists only three universities in
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Martin, Georgianna; Broadhurst, Christopher; Hoffshire, Michael; Takewell, William (2 January 2018). "'Students at the
Margins': Student Affairs Administrators Creating Inclusive Campuses for LGBTQ Students in the South".
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student centers contribute to a positive climate for students who identify with the LGBTQ+ community. LGBTQ+ student centers act as a reminder to the LGBTQ+ community as a space known to be welcoming and accepting of all.
624:
McCabe, Paul C.; Rubinson, Florence (1 December 2008). "Committing to Social
Justice: The Behavioral Intention of School Psychology and Education Trainees to Advocate for Lesbian, Gay, Bisexual, and Transgendered Youth".
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with the greater community (especially in response to crisis). Contrary to some beliefs and researcher opinions, LGBT student centers remain open to allies of the LGBTQ+ community and those questioning their identity.
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Garvey, Jason C.; Rankin, Susan; Beemyn, Genny; Windmeyer, Shane (September 2017). "Improving the Campus
Climate for LGBTQ Students Using the Campus Pride Index: Improving the Campus Climate for LGBTQ Students".
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the most significant issues in regards to justification and expansion of existing centers. Additionally to further awareness, there have been calls to furthering numbers of resource centers across the
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were at play and it was established that these experiences decreased campus engagement for LGBTQ+ students and resulted in more students withdrawing from their institutions. The need for
453:(TTM) focuses on the correlation between campus climate and student persistence investigated critical incidents, harassment bias, and interactions between individuals and groups where
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BrckaLorenz, Allison; Garvey, Jason C.; Hurtado, Sarah S.; Latopolski, Keely (December 2017). "High-impact practices and student–faculty interactions for gender-variant students".
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Rankin, S. R., Weber, G., Blumenfeld, W., & Frazer, S. (2010). State of higher education for lesbian, gay, bisexual, and transgender people. Charlotte, NC: Campus Pride.
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Vaccaro, Annemarie (October 2012). "Campus
Microclimates for LGBT Faculty, Staff, and Students: An Exploration of the Intersections of Social Identity and Campus Roles".
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As of March 2015, more than half of post-secondary institutions in Canada have active LGBT student centers, with the oldest centre's establishment dating to before 1970.
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Several variables have been shown to impact the probability of an LGBT student center opening on a campus, including financial resources and the political environment.
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Ecker, John; Rae, Jennifer; Bassi, Amandeep (November 2015). "Showing your pride: a national survey of queer student centres in
Canadian colleges and universities".
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Garvey, Jason C.; Rankin, Susan R. (4 March 2015). "The
Influence of Campus Experiences on the Level of Outness Among Trans-Spectrum and Queer-Spectrum Students".
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LGBT Center, the second oldest in the country establishing in 1982, named the first in the United States, scholar in residence, after a $ 2 million donation.
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Renn, Kirsten A. (2011). "Identity centers: An idea whose time has come...and gone?". In Magolda, Peter M.; Magolda, Marcia B. Baxter (eds.).
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and their Pride Center may additionally have intentions to manage a lower profile, especially when it comes to state and federal funding.
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Some LGBT labels have historically been more associated with either white or non-white cultures and have certain political connotations.
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Garvey, Jason C.; Sanders, Laura A.; Flint, Maureen A. (2017). "Generational Perceptions of Campus Climate Among LGBTQ Undergraduates".
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Garvey, Jason C.; Rankin, Susan R. (3 April 2015). "Making the Grade? Classroom Climate for LGBTQ Students Across Gender Conformity".
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Gortmaker, V.; Brown, R. (2006). "Out of the closet: Differences in perceptions and experiences among out lesbian and gay students".
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Westbrook, Laurel (9 October 2009). "Where the Women Aren't: Gender Differences in the Use of LGBT Resources on College Campuses".
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Interrupting Heteronormativity: Lesbian, Gay, Bisexual, and Transgender Pedagogy and Responsible Teaching at Syracuse University
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sparked an increase in the number of university LGBT student centers in the late 1990s and early 2000s. For institutions like
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Some LGBT Campus Centers lack secure financial support that is sufficient to sustain their services, resulting in closures.
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Poynter, Kerry John; Washington, Jamie (2005). "Multiple identities: Creating community on campus for LGBT students".
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Consortium of Higher Education LGBT Resource Professionals. (2017). . Find an LGBTQ Resource Center. Retrieved from
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Fine, Leigh E. (2012). "The Context of Creating Space: Assessing the Likelihood of College LGBT Center Presence".
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https://www.nashvillepost.com/politics/state-government/article/20865830/utk-reinstates-funding-for-lgbt-center
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Boykin, K. (2005). Beyond the Down Low: Sex, lies, and denial in black America. New York: Carral and Graf.
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Garvey, J. C.; Drezner, N. D. (2013). "Alumni giving in the LGBTQ communities". In Drezner, N. D. (ed.).
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resource center and its services." Depending on the campus, an LGBT Campus Center's mission may include
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387:. Some example scenarios of when a student might seek out counseling from an LGBT Campus Center:
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and their Prism Center have expanded for the sake of inclusivity, other institutions like the
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This article is about LGBT student centers on campuses. For LGBT student organizations, see
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Self-studies of the National Consortium of Directors of LGBT Resources in Higher Education
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Expanding the donor base: Critical issues for higher education philanthropy and fundraising
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1030:"Transformational Tapestry Model: A comprehensive approach to transforming campus climate"
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Contested Issues in Student Affairs: Diverse Perspectives and Respectful Dialogue
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1125:. Cox, Donna Gail Hardy, 1961-, Strange, Charles Carney. Montreal. June 2016.
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student is struggling to understand how to support their transgender roommate
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became the first university in the U.S. to create a campus LGBT center.
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Post-secondary institutions who dedicate physical space in the form of
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Gervin, C.W. (2016, Jun 26). UTK reinstates funding for LGBT center.
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A questioning student seeks help understanding their sexual identity
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Rankin, Susan R. (2005). "Campus climates for sexual minorities".
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An LGBT Campus Center may provide academic resources related to
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581:. In Farrell, Kathleen; Gupta, Nisha; Queen, Mary (eds.).
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Serving diverse students in Canadian higher education
579:"(Un)Straightening the Syracuse University Landscape"
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Negatives or areas of growth for LGBT student centers
599:"Bowie State Boasts First Black LGBT Student Center"
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510:List of LGBT-related organizations and conferences
383:and for students coping with internal or external
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1313:Journal of Student Affairs Research and Practice
1177:Journal of Student Affairs Research and Practice
945:Journal of Student Affairs Research and Practice
1028:Rankin, Susan; Reason, Robert (December 2008).
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1396:. New York, NY: Routledge. pp. 74–86.
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859:College Student Journal
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161:LGBT and LGBT-friendly
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605:. NPR. 14 June 2012.
577:Luthra, Aman (2004).
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486:University of Vermont
447:High Impact Practices
396:bias-motivated attack
331:In March of 2023 the
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32:LGBT student movement
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92:In the United States
56:By country or region
304:Syracuse University
298:The 1998 murder of
18:LGBT student centre
1441:"UVM Prism Center"
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1002:10.1037/dhe0000048
703:www.lgbtcampus.org
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1491:. Retrieved from
1408:"LGBTQ+ Programs"
1353:. 19 August 2016.
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