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ETD Abstract Container

Abstract Header

Social Capital for LGBTQ+ Student Leaders of LGBTQ+ Identity-based Student Groups

Larsen, Kelly Jo M
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435239618

Abstract Details

2015, Doctor of Philosophy (Ph.D.), Bowling Green State University, Higher Education Administration.
The purpose of this qualitative, interview-based study was to use the framework of social capital to explore how 15 LGBTQ+ student leaders of LGBTQ+ identity-based student groups described the impact of serving in those leadership roles on their sense of engagement and belonging with their university community. Using a constructivist paradigm, I sought a better understanding of how participants understood their own social capital within the university community and how they constructed the meaning of those relationships. I used a constructivist design and analyzed interviews, observations, and documents related to the topic. Participants identified as part of the LGBTQ+ community, all had at least one semester of positional leadership experience in an LGBTQ+ student group, and all were either currently enrolled undergraduate students at the research site or within one year of graduation. I used a semi-structured interview protocol and conducted one interview, lasting between 45-minutes and two hours, with each participant. I gained an understanding of the participants’ described experience as LGBTQ+ student leaders of LGBTQ+ identity-based student groups and how they interacted with their campus community. Four major themes emerged: (1) gaining social capital; (2) being a visible leader; (3) experiencing changing relationships; and (4) participating in the interactive campus. Through serving in these leadership positions, student leaders gained social capital granted to them by their institution and created by their positional leadership role; they gained capital within their own organization; and they joined two larger social networks of people working for social justice and of student leaders. Participants experienced the campus as highly visible and prominent student leaders. This reputation granted them access to circles denied to others and allowed them to develop instantaneous rapport with people they did not know directly. This visibility came with pressure to represent the LGBTQ+ community well, leaving student leaders feeling like they did not have the freedom to make mistakes. Student leaders experienced changing relationships with advisors, campus administrators, peers, and family members. Finally, student leaders found that the campus community was more interactive and open to them than it had been previous to their assuming a leadership role. This interactive campus community contributed to a sense of belonging that encouraged them to become further engaged with the institution.
Michael Coomes (Advisor)
Ellen Broido (Committee Member)
Maureen Wilson (Committee Member)
Vikki Krane (Committee Member)
249 p.
Higher Education; Higher Education Administration
social capital; LGBT; LGBTQ; student groups; student organizations; student leaders; college students; university; relationships; social networks; leadership; identity-based

Recommended Citations

Citations

  • Larsen, K. J. M. (2015). Social Capital for LGBTQ+ Student Leaders of LGBTQ+ Identity-based Student Groups [Doctoral dissertation, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435239618

    APA Style (7th edition)

  • Larsen, Kelly Jo. Social Capital for LGBTQ+ Student Leaders of LGBTQ+ Identity-based Student Groups. 2015. Bowling Green State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435239618.

    MLA Style (8th edition)

  • Larsen, Kelly Jo. "Social Capital for LGBTQ+ Student Leaders of LGBTQ+ Identity-based Student Groups." Doctoral dissertation, Bowling Green State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435239618

    Chicago Manual of Style (17th edition)

bgsu1435239618
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© 2015, all rights reserved.
This open access ETD is published by Bowling Green State University and OhioLINK.