Exploring Access and Equity for LGBTQIA Students in Higher Education

Dear Colleagues,

Postsecondary education is in a constant state of change and transformation as new generations of students enroll and bring new needs and demands. As a result, institutions of higher education must adapt and evolve. LGBTQIA individuals are four times more likely to attend an institution of higher education away from home. Approximately 60% were not out to faculty members and staff and 37% were not out to any other students. Across institutional types and cultural contexts, these students encounter barriers that intersect with race, socioeconomic status, ability, and other identities, often resulting in compounded inequities.

The experiences of students, based on their identities, can have an impact on academic performance, retention rates, social experiences, and overall student wellness. This Special Issue brings together diverse perspectives to illuminate the challenges, triumphs, and complexities of creating inclusive and affirming environments for LGBTQIA individuals. Through empirical studies, theoretical explorations, and practitioner insights, this Special Issue critically examines the policies, practices, and cultural dynamics that shape LGBTQIA students' experiences. It highlights the urgent need to interrogate and dismantle systemic inequities while fostering belonging and resilience.

As we explore these multifaceted issues, this collection serves as both a call to action and a resource for scholars, educators, and policymakers. By centering LGBTQIA voices and experiences, this Special Issue aims to advance the conversation on equity and foster a more inclusive path forward for higher education.

Possible topics include, but are not limited to, the following:

• Historical Perspectives;
• Campus Climate Assessment;
• Intersectionality and LGBTQIA Students;
• Queer Theory;
• Identity Development;
• QTIPOC;
• Impact of Legislation;
• Public Policy and Educational Equity;
• LGBTQIA Student Access;
• Mental Health and Well-Being;
• Housing and Residence Life Policies;
• Transgender and Nonbinary Inclusion;
• Faculty and Staff Allyship;
• Role of LGBTQIA Resource Centers;
• Curriculum and Pedagogy;
• Role of Student Activism;
• Technology and Social Media;
• Media Representation.

Dr. Andrew Scott Herridge
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• LGBTQIA students
• higher education
• campus climate
• intersectionality
• DEI
• LGBTQIA policy
• student experience
• student identity development
• access and belonging
• social justice