Queer Students Navigating the Academy: LGBTQ+ Mentoring Practices at IUPUI

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Lillian Hogan
Gabriel Rodríguez Lemus
Zach Lynn
Brennan Murphy
Rachel Scherzer

Abstract

Queer students (students who are non-heterosexual or non-cisgender) face unique challenges in higher education, including hostile campus climates and lack of specialized resources. While mentoring is considered a high-impact practice for undergraduate students, mentoring of queer students has received little attention in student affairs literature. This study focuses on five students’ reactions to the Advancing Queer Student Education & Social Success (AQSESS) mentorship program at Indiana University-Purdue University Indianapolis (IUPUI). Interview questions sought to address how queer student mentorship programs impact the students’ sense of belonging on campus and how these programs may fit into the greater campus environment for queer students. Three emerging themes provide context for recommendations for how queer mentorship programs can benefit from leveraging student perceptions, while acknowledging mental health implications specific to the queer student population.

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How to Cite
Hogan, L., Rodríguez Lemus, G., Lynn, Z., Murphy, B., & Scherzer, R. (2020). Queer Students Navigating the Academy: LGBTQ+ Mentoring Practices at IUPUI. Journal of the Student Personnel Association at Indiana University, 9–25. Retrieved from https://scholarworks.iu.edu/journals/index.php/jiuspa/article/view/30376
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