High-impact for whom? The influence of environment and identity on lesbian, gay, bisexual, and queer college students’ participation in high-impact practices

Abstract

We used quantitative data from the National Study of LGBTQ Student Success to investigate if participation in high-impact educational practices influenced lesbian, gay, bisexual, or queer (LGBQ+) students’ academic development. We also examined if these effects are mediated by perceptions of the campus environment. Our findings suggested that undergraduate research plays a role in LGBQ+ students’ academic development, with instructor relations mediating the effect.