Making the Grade? Classroom Climate for LGBTQ Students Across Gender Conformity

Abstract

Using data from the 2010 State of Higher Education for LGBT People (Rankin, Weber, Blumenfeld, & Frazer), this study examines campus climate perceptions for LGBTQ undergraduate students across gender conformity and the extent to which relevant variables influence perceptions of classroom climate. Findings reveal more positive classroom climate perceptions for gender conforming students than gender non-conforming students and show significant relationships between classroom climate perceptions and outness, LGBTQ inclusive curricula, institutional support, and resource use.