LGBTQIA Students in Higher Education: Approaches to Student Identity and Policy: (Advances in Higher Education and Professional Development)

Today’s institutions of higher education must continuously adapt to meet the evolving needs and expectations of each new generation of students. The LGBTQIA community’s presence in academia is significant and continues to grow. The individuals who identify with this community are four times more likely to attend higher education institutions away from home. However, a substantial proportion of these students remain unseen, with more than half avoiding exposure of their identity to faculty and staff, and in some cases even to their peers. LGBTQIA Students in Higher Education: Approaches to Student Identity and Policy is a comprehensive academic exploration of the intricate world of LGBTQIA students in higher education. This book sheds light on the multifaceted challenges and complexities that LGBTQIA students face, transcending the boundaries of sexual orientation, gender identity, race, ethnicity, ability, and socio-economic class. LGBTQIA Students in Higher Education: Approaches to Student Identity and Policy is a seminal work designed to enlighten and inform students, faculty, student affairs practitioners, higher education administrators, and policymakers, and is structured to provide a holistic understanding, this book encompasses critical themes, including LGBTQIA student identity development, the intersectionality of identity, LGBTQIA student experiences within the campus climate, and the impact of laws and policies on their lives. This book also explores a diverse range of topics, spotlighting often under-researched and underrepresented communities and experiences. These topics encompass the intricacies of bisexuality and pansexuality, transgender and intersex students, the challenges of asexuality, and the unique experiences of cross-border education, and queer and trans students of color. The book also delves into intersections with disability, religion, and the distinctions between public and private institutions and 2-year and 4-year colleges.

About the Author :
Kaity Prieto, Ph.D. (she/her) is an Assistant Professor of Higher Education at the University of Southern Mississippi. Her research centers the experiences of queer and trans students, with a focus on bisexual+ student communities and bisexual identity negotiation. Her scholarship challenges deficit perspectives and binary understandings of sexuality and gender. Dr. Prieto earned her B.A. in a self-designed honors major and M.A. in Higher Education and Student Affairs, both from New York University. She received her Ph.D. in Educational Studies with a concentration in Higher Education and Student Affairs from The Ohio State University. Andrew S. Herridge, Ph.D. , is an Assistant Professor of Educational Research and Administration at the University of Southern Mississippi. His research focuses on access and equity in higher education, LGBTQIA students and resources, institutional leadership and policy, and international and comparative higher education. Dr. Herridge earned his B.A. in psychology and English from Florida State University. He completed his M.Ed. in College Student Affairs Administration from the University of West Florida. He received his Ph.D. in Higher Education Research, a minor in Women’s and Gender Studies, and a graduate certificate in E-Learning and Online Teaching from Texas Tech University.