Contested Diversity? The Institutionalization of LGBTQ-Supportive Features in U.S. Higher Education, 1980 to 2018
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| Title: | Contested Diversity? The Institutionalization of LGBTQ-Supportive Features in U.S. Higher Education, 1980 to 2018 |
|---|---|
| Language: | English |
| Authors: | Hannah K. D'Apice (ORCID |
| Source: | Sociology of Education. 2026 99(2):134-152. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305B140009 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, LGBTQ People, Resource Centers, Courses, Social Bias, Civil Rights, College Role, Diversity, Educational History, Religious Factors, Political Issues, Student Personnel Services, Institutional Characteristics, Gender Identity |
| DOI: | 10.1177/00380407251407954 |
| ISSN: | 0038-0407 1939-8573 |
| Abstract: | This study seeks to understand the extent of and explanations for the institutionalization of sexuality and gender identity in U.S. higher education institutions (HEIs). Using original longitudinal data collected on a national probability sample of 234 four-year HEIs, covering 1980 to 2018, we examine whether and when HEIs establish two key lesbian, gay, bisexual, transgender, and queer (LGBTQ) supportive features: LGBTQ resource centers and LGBTQ studies programs. We argue that sexuality and gender identity have not been institutionalized to the same extent as other diversity features because they remain contested or viewed with ambivalence in some HEIs. Findings suggest that institutions that already demonstrate support for gender diversity or are associated with other institutions that signal such support are more likely to institutionalize these supportive features. In the case of LGBTQ rights, HEIs may therefore be particularly responsive to their institutional environments. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1502141 |
| Database: | ERIC |
| Abstract: | This study seeks to understand the extent of and explanations for the institutionalization of sexuality and gender identity in U.S. higher education institutions (HEIs). Using original longitudinal data collected on a national probability sample of 234 four-year HEIs, covering 1980 to 2018, we examine whether and when HEIs establish two key lesbian, gay, bisexual, transgender, and queer (LGBTQ) supportive features: LGBTQ resource centers and LGBTQ studies programs. We argue that sexuality and gender identity have not been institutionalized to the same extent as other diversity features because they remain contested or viewed with ambivalence in some HEIs. Findings suggest that institutions that already demonstrate support for gender diversity or are associated with other institutions that signal such support are more likely to institutionalize these supportive features. In the case of LGBTQ rights, HEIs may therefore be particularly responsive to their institutional environments. |
|---|---|
| ISSN: | 0038-0407 1939-8573 |
| DOI: | 10.1177/00380407251407954 |
