Fostering LGBTQ+ Inclusivity in Graduate Education: A Call to Action
In the corridors of higher education, where enlightenment and progress are championed, one would hope for an inclusive haven for all students, regardless of their sexual or gender identity. However, the reality for LGBTQ+ (Lesbian, Gay, Bisexual, Transgender, Queer) graduate students often contrasts starkly with this ideal. While their undergraduate counterparts may revel in a plethora of community engagement opportunities and built-in initiatives, those pursuing advanced degrees find themselves navigating treacherous waters, contending with a lack of structural support and fearing the complexities of professional relationships. Undergraduates have access to a range of resources and initiatives tailored to fostering LGBTQ+ inclusion, from dedicated student organizations to campus-wide events celebrating diversity run by over 250 LGBT college centers across the country (O’Neil et al., 2022). These initiatives are important to contributing to better health and wellbeing for LGBTQ+ undergraduates, and such initiatives should continue to be supported (Sotardi et al., 2022; Gano, 2021). Yet, as students progress into graduate programs, these supportive networks seem to dwindle, leaving LGBTQ+ individuals with a void that hampers not only their academic experience but also their overall well-being.
Unlike their undergraduate counterparts, graduate students often straddle the line between being mentors, teachers, and colleagues (Spivey-Rita & Berman, 2022). Interest in utilizing on-campus resources and LGBTQ+ events can be difficult, as navigating these multifaceted relationships can be daunting in a space where seeking vulnerable connection is meant to happen, but possible mentees and students are the majority audience (Spivey-Rita & Berman, 2022). This fear can inadvertently lead to self-imposed isolation, preventing LGBTQ+ graduate students from fully engaging with their academic community. While their undergraduate counterparts benefit from vibrant LGBTQ+ communities, offering both support and camaraderie (Sotardi et al., 2022), graduate students are often left to their own devices trying their best to navigate a sense of belonging within their academic community (Kaler & Stebleton, 2019). The absence of dedicated spaces within academic institutions denies LGBTQ+ graduate students the chance to connect with peers who share similar experiences, making the academic journey an even more solitary endeavor.
This lack of support is especially pronounced when considering the critical role of mentorship in academic success. Research emphasizes the importance of high-quality mentorship for LGBTQ+ graduate students across various disciplines (Holloway et al., 2019). Yet, LGBTQ+ graduate students are more likely to report being treated unfairly by teachers, staff, or school administrators compared to non-LGBTQ+ graduate students, with unfair treatment by faculty being most frequently reported (O’Neil et al., 2022). LGBTQ+ graduate students are less likely than their non-LGBTQ+ peers to feel that faculty empowered them to learn, and less likely to report that they would recommend their graduate school to others (O’Neil et al., 2022).
Encouragingly, students with mentors openly identifying as LGBTQ+ report positive mentorship experiences, highlighting the potential impact of inclusive mentorship programs as a possible buffer (Holloway et al., 2019). In addressing these issues, we must consider the broader landscape of LGBTQ+ experiences in academic settings. Recent studies shed light on the struggles faced by LGBTQ+ graduate students, revealing still a perceived lack of support from their institution and staff even when engagement and support from peers and faculty are reported (Chen et al., 2023). These findings may stem from the lack of perceived safety in social settings (Diamond & Alley, 2022), even in graduate school environments. In response, some LGBTQ+ graduate students report engaging in “covering” behaviors. Specifically, changing their dress, hairstyle, or overall appearance to avoid discrimination in graduate school (O’Neil et al., 2022). Some have even reported changing their voice, mannerisms, or body language to avoid stigma (O’Neil et al., 2022). Such concealing elevates LGBTQ+ graduate students' risk of poorer mental health relative to their non-LGBTQ+ peers (Meyer, 2003).
The repercussions of these challenges are not confined to the academic realm. The mental health of LGBTQ+ graduate students is disproportionately affected, as they grapple with the isolation, lack of visibility, and the difficulty navigating professional relationships compared to their heterosexual counterparts (O’Neil et al., 2022). LGBTQ+ graduate students are nearly four times more likely than non-LGBTQ+ graduate students to report that their mental health is not good all or most of the time they are in graduate school, and are at least twice as likely as non-LGBTQ+ students to report that a professional told them that they had some specific mental health problems while in graduate school, including depression and anxiety (O’Neil et al., 2022).
Contributing to these disparities are the lack of structural support for LGBTQ+ graduate students. Policies and practices that could address the unique needs of this demographic are either insufficient or non-existent. Healthcare, housing, and other essential services often fail to accommodate the diversity of gender and sexual identities, leaving LGBTQ+ graduate students feeling marginalized and unsupported in their pursuit of knowledge (Tillapaugh & Catalano, 2019). For example, psychology graduate students face navigating support that is covered by offered insurance where the mental health provider is not a fellow peer, colleague, or supervisor (Klein et al., 2023). Uniquely, LGBTQ+ psychology graduate students face additional barriers, such as finding culturally competent providers in addition to navigating professional connections in the field, often seeking care outside of the institution and having to incorporate additional costs (Hobacia et al., 2021).
It is time for universities and academic institutions to confront this stark discrepancy, and recognizing the unique challenges faced by LGBTQ+ graduate students is the first step. Resources exist and have been compiled by researchers and organizations, attempting to bridge gaps that exist (Spivey-Rita & Berman, 2022; See Table 1). Yet, institutions must actively work to bridge the gap by establishing dedicated spaces, enhancing structural support, and fostering an inclusive environment that extends beyond the undergraduate experience. Moreover, mentorship programs should be revamped to address the specific concerns of LGBTQ+ graduate students (Keyes et al., 2022). Creating awareness and sensitivity training for faculty and staff can help foster an environment in which professional relationships can flourish without fear of judgment or discomfort (Linley et al., 2016). However, any training mission will not be realized with the institutionalization of said training alone, as both academic and systemic changes are necessary to foster the opportunity of growth for LGBTQ+ graduate students (Finkel et al., 2003). In the face of these disparities, academia must evolve to better support LGBTQ+ graduate students. Policies should be addressed in tandem with graduate student governmental bodies’ needs, as such endeavors have shown promise in practice for addressing marginalized graduate student needs overall (See Saunder et al., 2023). Recent state and national anti-DEI law proposed and stunted and proposed and passed (i.e. North Carolina, North Dakota, Tennessee, Florida, Texas) calls to continue to fight for all LGBTQ+ students, including graduate students (Schermele, 2023). By acknowledging and rectifying these challenges, institutions can pave the way for a more equitable and enriching educational experience for all, regardless of sexual or gender identity.
Resources for LGBTQ+ Graduate Students in Psychology:
APA Proud and Prepared: A guide for LGBTQ+ students navigating graduate training.
APAGS-CLGBTC Climate Guide: Guide for evaluating the inclusivity of graduate programs.
APAGS Committee on Sexual Orientation and Gender Diversity: Free yearlong mentoring program for LGBTQIA+ graduate students in psychology to be mentored by colleagues who share similar interests, experiences, and goals.
https://www.apa.org/apags/governance/subcommittees/clgbtc-mentoring-program
Guide for Supporting Trans and Gender Diverse Students: APAGS resource for supporting trans and gender diverse students in graduate school.
https://www.apa.org/apags/governance/subcommittees/supporting-diverse-students.pdf
Consortium of Higher Education LGBT Resource Professionals: Provides a map of campus LGBT centers with at least one paid employee. Note: Other community (non-campus affiliated) centers and/or unfunded campus groups may exist but are not listed here.
Human Rights Campaign: The State Equality Index (SEI) is a comprehensive state-by-state report that provides a review of statewide laws and policies that affect LGBTQ+ people and their families.
Movement Advancement Project: (MAP) tracks over 50 different LGBTQ-related laws and policies.
The Chronicle of Higher Education: College DEI legislation tracker.
About the Author
Michelle Stage is a third year doctoral psychology student at the University of Rhode Island pursuing a PhD in Behavioral Science. She received her Masters in Health Promotion at the University of Kentucky where she focused on sexual health education. Her main research interests are in LGBTQ+ health disparities, patient-provider communication, and structural stigma. Her future goals include becoming a professor to educate future health staff and policymakers.
