Social Justice Research Within the Appalachian Higher Education LGBTQ Community

Introduction

The history of Lesbian, Gay, Bisexual, Transgender, Questioning (LGBTQ) students in the Appalachian Mountains has been as rocky as the mountains themselves. There has been substantial research on LGBTQ struggles in educational settings. Past research has often focused on the suicide rate and school absences for LGBTQ students. These past studies can provide valuable information for school leaders of all levels. However, very little research has focused on college campus environments explicitly focused on LGBTQ struggles for both students and educators. Some analysis exists concerning LGBTQ students in rural areas such as Appalachia, where old-time traditions and religion are the building blocks of communities. These communities look and function very differently from those in urban areas, even southern urban areas.

In America, 63% of lesbian, gay, bisexual, transgender, and questioning adults report experiencing discrimination (Bailey, 2015). This number alone is staggering to think about in such a diverse country. However, research suggests an even higher percentage of LGBTQ bisexual kids, under 18 years, who face the same issue. Many LGBTQ students face daily harassment, homophobic bullying, and even assault. Elze (2003) found that for youth, specific school characteristics played a crucial role in their comfort level while attending school (Elze, 2003). These characteristics affect the daily lives of the same LGBTQ students who then walk the campuses of colleges and universities.

LGBTQ students are at a much higher risk for many negative health concerns than non-LGBT students. This group is also at risk for social, emotional, and educational distractions that can affect the overall well-being of their school career and beyond (Demissie et al., 2018). The effects of a hostile school environment can be life-altering for any child; for LGBTQ students, it can be even more so. Adverse possible outcomes include trouble adjusting to school, lower grades, absenteeism, higher drop-out rates, and increased suicide rates (Birkett, 2009; Hong & Garbarino, 2012; Rivers, 2000; Scourfield et al., 2008). All these consequences carry far beyond school years and into adulthood. The high school and college years are often pivotal for young adults to form a solid foundation for their future. Due to this, issues faced by LGBTQ students have come to light in recent years.

Today, college campuses face many issues, and most require armed security on campus due to crime, such as active shooters or other violence. Amid the struggles, another issue that can seem to go unnoticed at times is the mental and emotional health of lesbian, gay, bisexual, transgender, and questioning students and even educators. Upon other topics, a different matter requires immediate attention from those in charge of college and university campuses. Ethical treatment and support must be widespread for LGBTQ students and educators (Birkett et al., 2009; Kemp-Graham, 2015; Meyer, 2009). LGBTQ students, educators, and allies have voiced their need for change, and those in rural communities have revealed additional struggles. The past researcher may help determine campus leaders' specific needs by analyzing past research and comparing the scholarship. This review is focused on any training that could be beneficial concerning LGBTQ students and their educators may face on their campuses. This lens is specific to the distinctions in campus life for LGBTQ students and educators in the U.S. rural Appalachian region.