“I just want them to respect what I am” - LGBTQ+ social work students’ perceptions of their Department microclimate

ABSTRACT

This qualitative study using explores LGBTQ+ Greek social work students’ perceptions of the microclimate in the Department where they study. Twenty-one students who differed in sexual orientation, gender identity, age and year of study identified various factors that facilitate or hinder inclusivity: classroom settings, curriculum context, interactions with faculty and peers. The need for further inclusion of LGBTQ+ perspectives in the curriculum as well as the need for establishing LGBTQ+ student groups and services was stressed. Besides the absence of specific LGBTQ+ anti-discrimination policies, the findings highlight the difference between the Department microclimate and the University climate and the need for further faculty and student training in order to create a more inclusive and LGBTQ+ -affirming University-wide environment. Implications for the Department and the University are discussed.

KEYWORDS:

• LGBTQ+ students
• campus climate
• department microclimate
• safe space
• social work education
• inclusion
• diversity

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. The acronym LGBTQ+ used in this paper stands for lesbian, gay, bi, trans, queer/questioning and ace (umbrella term used to describe the wide group of people who experience a lack of, varying, or occasional experiences of romantic and/or sexual attraction). Different acronyms (LGB, LGBT, LGBTQ, LGBTIQ) are used in this paper when referring to previous studies among these specific populations.

2. We use Department with a capital D to refer to the particular Social Work Department where the study was conducted.