Date of Award

Spring 2020

Degree Type

Open Access Dissertation

Degree Name

Education PhD, Joint with San Diego State University

Program

School of Arts and Humanities

Advisor/Supervisor/Committee Chair

Linda Perkins

Dissertation or Thesis Committee Member

Marissa Vasquez

Dissertation or Thesis Committee Member

Manuel Diaz

Dissertation or Thesis Committee Member

J. Luke Wood

Terms of Use & License Information

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Rights Information

© Copyright Sammie Lee Scales, Jr, 2020 All rights reserved

Abstract

Many previous studies have focused on the aggressive homophobic discrimination and harassment that LGBTQ students face on college campuses, as well as measures taken to improve their situation. However, few studies have explored the unique forms of sexual and racial discrimination encountered by Black male gay and bisexual college students (BMGBCS). Using intersectionality and queer theory as guiding philosophies, this study looks at how BMGBCS—being Black, male, and nonheterosexual—are subject to oppression at multiple levels of identity and in ways that are unique as regards the overall LGBTQ community. To accomplish this goal the study employed a qualitative phenomenological approach utilizing a comprehensive survey to glean firsthand information from BMGBCS as regards their experiences of sexual discrimination and harassment on campus (SDHC) and racial discrimination and harassment on campus (RDHC), as well as well as the support they use to address these experiences. Survey results showed the majority of BMGBCS do experience SDHC and RDHC, that SDHC and RDHC cause their academic performance to suffer, that they tend to seek support off-campus, perceive campus as hostile, conceal their sexual orientation on campus, lack support from family or church, and seek out peer support more than professional support. The study results reveal the need to address SDHC and RDHC in ways that would improve the mental health, social well-being, academic performance, and overall academic experiences of BMGBCS.

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