List of Titles

Supporting LGBTIQ+ students in higher education in Australia : diversity, inclusion and visibility

Authors: Waling, Andrea , Roffee, James
Date: 2018
Type: Text , Journal article
Relation: Health Education Journal Vol. 77, no. 6 (2018), p. 667-679
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Reviewed:
Description: Objective: Using student narratives of experiences of exclusion and non-inclusion at university, this paper builds an evidence base for, and explores ways in which universities can respond to, the contemporary concerns of lesbian, gay, bisexual, transgender/transsexual, intersex and queer/questioning (LGBTIQ+) undergraduate students. Design: Qualitative exploratory study of undergraduate students who identify as LGBTIQ+ regarding their experiences of exclusion and non-inclusion at university. Setting: Large metropolitan university in Australia. Methods: Sixteen semi-formal interviews with undergraduate students who identify as LGBTIQ+ attending a large Australian university. Data were analysed using phenomenological analysis. Results: Students indicated university-level gaps in service provision and failures to support them in their attempts to access, or create opportunities to access, information regarding sexual and mental health and improve inclusion. They also indicated the importance of queer visibility and its impact in creating a positive experience for LGBTIQ+ members of a campus community. Conclusions: Universities should be aware of the need for formalised diversity and inclusion programmes to tackle contemporary experiences of exclusion. Universities can harness and support student initiatives to better serve the LGBTIQ+ campus community, responding to gaps in knowledge, resources and service needs. These gaps include resources and information regarding sexual health, the provision of gender-neutral toilets and other facilities, and support for peer-led programmes to enhance inclusion. Universities should help increase the visibility of a diverse queer presence on campus to help prevent experiences of exclusion. © The Author(s) 2018.

Knowing, performing and holding queerness : LGBTIQ+ student experiences in Australian tertiary education

Authors: Waling, Andrea , Roffee, James
Date: 2017
Type: Text , Journal article
Relation: Sex Education Vol. 17, no. 3 (2017), p. 302-318
Full Text: false
Reviewed:
Description: This paper explores LGBTIQ+ students’ experiences of knowing, performing and holding queerness in a tertiary educational environment. Through interviews conducted with LGBTIQ+ students at a large Australian metropolitan university, we examine the students’ engagement with other LGBTIQ+ students in the tertiary educational space. Although originally intending to explore LGBTIQ+ students’ experience of violence, harassment and abuse on campus, the study identified a number of themes concerning the normalisation of a set of beliefs, practices, presentations and performances. Drawing on frameworks of hetero/homo and trans-normativity, we explore how LGBTIQ+ students articulated concerns in knowing, performing and holding ‘authentic’ queerness. We find LGBTIQ students experienced barred access to knowledge, hostility and dismissal by other LGBTIQ+ students when they were either perceived as too queer, or not queer enough. Behind these interactions and at the heart of these tensions is the notion of an authentic queer identity in a post-gay era and the continuous challenges all LGBTIQ+ students face within a heteronormative society. New insights into how LGBTIQ+ students negotiate, manage and shape their interactions in a higher educational settings are provided, and the implications for tertiary educational institutions, in particular the need to support a diverse LGBTIQ+ community, are discussed. © 2017 Informa UK Limited, trading as Taylor & Francis Group.

Resolving ethical challenges when researching with minority and vulnerable populations : LGBTIQ victims of violence, harassment and bullying

- Roffee, James, Waling, Andrea

Authors: Roffee, James , Waling, Andrea
Date: 2017
Type: Text , Journal article
Relation: Research Ethics Vol. 13, no. 1 (2017), p. 4-22
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Reviewed:
Description: This article provides an analysis of the issues and ethical challenges faced in a study with LGBTIQ student participants concerning their experiences of violence, harassment and bullying in tertiary settings. The authors detail the ethical challenges behind the development of the project, and around conducting research with a minority and vulnerable population. The article illustrates how the utilization of feminist and queer theory has impacted the process of conducting ethical research, including approaches to recruitment and participant autonomy. The dilemmas of confidentiality within a self-labelled and easily identifiable population are resolved. Further, unexpected challenges and risks to participant safety created through adherence to institutional ethical research frameworks are rectified. Importantly, the authors seek to avoid revictimization of participants and to instead empower students in their responses to violence, harassment and bullying that they may have experienced. The authors point to utilization of theoretical foundations and continual reflexive improvement as elements of best practice for those seeking to research minority populations, and in projects marked by the participation of those deemed vulnerable and high-risk. © 2016, © The Author(s) 2016.

Rethinking microaggressions and anti-social behaviour against LGBTIQ+ Youth

- Roffee, James, Waling, Andrea

Authors: Roffee, James , Waling, Andrea
Date: 2016
Type: Text , Journal article
Relation: Safer Communities Vol. 15, no. 4 (2016), p. 190-201
Full Text: false
Reviewed:
Description: Purpose - The purpose of this paper is to further the understanding of experiences of anti-social behaviour in LGBTIQ+ youth in university settings. Design/methodology/approach - The discussion reflects on qualitative interviews with LGBTIQ+ young people studying at university (n = 16) exploring their experiences of anti-social behaviour including harassment, bullying and victimisation in tertiary settings. Findings - The findings demonstrate that attention should be paid to the complex nature of anti-social behaviour. In particular, LGBTIQ+ youth documented experiences of microaggressions perpetrated by other members of the LGBTIQ+ community. Using the taxonomy of anti-social behaviour against LGBTIQ+ people developed by Nadal et al. (2010, 2011), the authors build on literature that understands microaggressions against LGBTIQ+ people as a result of heterosexism, to address previously unexplored microaggressions perpetrated by other LGBTIQ+ people. Research limitations/implications - Future research could seek a larger sample of participants from a range of universities, as campus climate may influence the experiences and microaggressions perpetrated. Practical implications - Individuals within the LGBTIQ+ community also perpetrate microaggressions against LGBTIQ+ people, including individuals with the same sexual orientation and gender identity as the victim. Those seeking to respond to microaggressions need to attune their attention to this source of anti-social behaviour. Originality/value - Previous research has focused on microaggressions and hate crimes perpetrated by non-LGBTIQ+ individuals. This research indicates the existence of microaggressions perpetrated by LGBTIQ+ community members against other LGBTIQ+ persons. The theoretical taxonomy of sexual orientation and transgender microaggressions is expanded to address LGBTIQ+ perpetrated anti-social behaviour. © Emerald Group Publishing Limited.

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