TRANSITIONS INTO, AND THROUGH, HIGHER EDUCATION: THE LIVED EXPERIENCES OF STUDENTS WHO IDENTIFY AS LGBTQ+

Existing academic literature has frequently portrayed LGBTQ+ students in higher education through a lens of victimization, focusing on experiences of bullying, harassment, and discrimination. This study challenges that dominant, often tragic, narrative by exploring the lived experiences of five LGBTQ+ undergraduate students in the UK over the course of their three-year degree programs. Using a longitudinal design, the researchers employed semi-structured interviews, audio diaries, and photo-elicitation to capture the complexity of the students' journeys.

The study applies the theory of Multiple and Multi-dimensional Transitions (MMT), which posits that students do not undergo a single, linear transition to university. Instead, they navigate synchronous, ongoing changes across academic, social, psychological, and professional domains. By viewing transitions as rhizomatic—dynamic and interconnected—the researchers were able to document how students actively manage their identities and environments rather than simply reacting to them.

Contrary to the "victim" model, the participants in this study demonstrated significant agency and resilience. While they did encounter challenges, including instances of discrimination, they successfully mitigated these stressors by investing in multiple aspects of their identities—such as their roles as students, friends, or professionals—rather than allowing their LGBTQ+ identity to be the sole defining feature of their experience. The study highlights that these students were not passive recipients of their environment; they often actively challenged institutional policies and workplace practices to advocate for greater inclusion. Their social capital, derived from friendship networks and chosen communities, proved vital in supporting their successful navigation of university life.