THE MOMENT I CAME IN IT GOT MUCH EASIER . . . I SHOULD COME HERE MORE”: STUDENT EXPERIENCES AT THREE MIDWESTERN LGBT RESOURCE CENTERS

Abstract

Although LGBT resource centers have been fixtures on college and university campuses for more than 40 years, there is only limited research about these resource centers. To date no empirical evidence exists that supports the impact of LGBT resource centers in the experiences of undergraduate students who make use of these centers. This qualitative study examines the role LGBT resource centers play in the experiences of LGBT students at three Midwestern universities. The qualitative research methods employed for the study were case study and ethnography. Using semi-structured interview data and field observations, five major themes surfaced: (a) perceptions of campus climate, (b) first impressions, (c) the role of LGBT resource centers, (d) what are students taking away, and (e) importance of LGBT resource centers. As a result of these themes, eight key findings emerged for discussion: (a) LGBT resource centers fulfill a number of roles for LGBT students; (b) LGBT resource centers enhance the experiences of LGBT students who seek out their services, resources, and programming; (c) the staff of LGBT resource centers influence the ways in which students interpret and understand their experiences with the centers; (d) LGBT resource centers provide a sense of visibility and voice on campus; (e) LGBT resource centers reinforce LGBT student identity; (f) the location of and community associated with the center impact the atmosphere of the LGBT resource center; (g) despite their presence on campuses some LGBT students have no or only limited involvement with LGBT resource centers; and (h) the placement of LGBT resource centers within larger multicultural centers may impact how centers are utilized and perceived. Based on these findings recommendations for institutions with LGBT resource centers and student affairs practitioners as well implications for future research are provided.