The experiences of LGBTQ+ students with mental health disabilities in community college
Abstract
This dissertation explores the experiences of lesbian, gay, bisexual, transgender, and
queer (LGBTQ+) students with mental health disabilities (SWMHD) attending
community college. While student mental health concerns in higher education are on the
rise, as is the matriculation of queer and disabled students, little is known about the
experiences of LGBTQ+ SWMHD attending community college. Context and definitions
are offered. The current literature is summarized. Using phenomenological qualitative
inquiry through the lens of critical disability and crip theories, seven LGBTQ+ students
with mental health disabilities attending community college were interviewed two times.
Interviews were transcribed and coded to reveal themes about students’ experiences and
contribute to the field by filling major gaps in the literature. Findings revealed seven
themes of essence including the role of challenging experiences before attending
community college; complex intersecting identities and performativity of identities while
attending community college; a challenging transition to college; helpful and unhelpful
behaviors of staff when seeking help; a lukewarm community college campus climate;
and the need to advocate at all steps of the college process despite setbacks. Findings are
compared to the extant literature and recommendations are made for community college
administrators and students affairs professionals to improve students’ experiences.
Subject
Mental health
Sexual minorities
Community colleges