Heteronormativity operates the ‘regime of the normal’, throughwhich heterosexuality is privileged and dominates as the natural, obligatory and normal basisof all social relations and in which sexualities are valued and devalued (Adams 2002)

‘queered’: a ‘radical process of disruption’(Ruffolo 2009, p.3) which seeks to destabilise the heterosexual/ homosexual binary andchallenge heteronormativity

Conflicts between national identity and sexual orientation played a factor for some, suchas Zelda, who explained that while she wanted to participate in GSA, she feared that she might beseen by other students from her home country

promote safe sex, stating “they areknown for giving free condoms and free kind of like sex ed and training for LGBT.”

onlineresources are resources that are publicly available on the internet and accessed through a computer orsmart phone;

need to avoid engaging in any activities in the United Statesthat could out them and lead to individuals in their home country learning about their sexual orienta-tion due to being required to return to their home country upon graduation.

Additional call for participant announcements were emailed to internationalcenter directors at all public institutions in the state of Texas and through the national research emaillistserv with the Consortium of Higher Education LGBT Resource Professionals.

The research team shared a weekly call for participants through their institution’sannouncement listserv.

discussing some of the current policies within the United States that may hinder protectionof members of the LGBTQIA community,

examine the experiences of international LGB studentsand the resources they utilize on campuses to ease their transition to college.

Garvey, Taylor, & Rankin, 2015).

It has beenfound that “female [international] students are more likely than their male counterpartsto experience discrimination (even within the international student community), phys-ical abuse, sexual harassment and social exclusion during their stay in Australia”

incorporate vulnerabilities associated with international student status.These vulnerabilities include being in a foreign environment, often without adequatehost country language and cultural skills, being separated from family and friends, andfrequently having inadequate financial resources

Poststructuralist approaches insist that different categorizations are pervasivelyinterrelated without the possibility of separate analysis

True(2010) described “gender-based violence” as violence directed against a womanbecause of her gender or as forms of violence in which women are overrepresented asvictims.

“gendered violence.” Morley used the term “gendered vio-lence” to incorporate crime and sexual exploitation and harassment.

Being safe from crime and violence is important to international students

education and support programs

We argue that intersecting inequalities relating togender, race, and class are often compounded by the status of “international student.”

UKperspectives

constrained by citizenship andmigration policies that directly or indirectly place sexual minorities at a disadvantage

class shapes the aspirations, decisions andmigration destinations of sexual minorities.

trajectories of their migration andthe factors that propelled their decision to change destinations globally.

perceived public stigmais a critical and stable correlate of internalized homophobia.

nstead of internalizing par-ents’ negative response, children who endorse high reciprocalfilial piety are more likely to protect their sexual orientationfrom being stigmatized.

being a sexual minority mem-ber in many Asian countries is viewed as a violation ofheteronormative values and a betrayal of filial piety

AsianAmerican LGBQ persons with higher adherence to Asianvalues (e.g., collectivism and valuing family traditions) tendto have lower internalized homophobia,

Confucian culture plays a more im-portant role in Chinese people’s worldview

non-affirmingreligions is associated with higher internalized homophobia

religionis an important predictor of internalized homophobia.

social learning theory

Internalized homophobia is described as LGB individuals’direction of negative social attitude regarding sexual orienta-tion toward the self

distal stressors, which refer toobjective stressors (e.g., prejudiced events) independent ofone’s sexual identity, and proximal personal processes, whichrefer to subjective experiences connected with one’s sexualidentity, such as the expectation of rejection, concealment ofsexual identity, and internalized homophobia

investigate the variables that could amplify ormitigate the impact of social homophobia on internalized ho-mophobia.

hatred of personal sexual identity

social homophobia

perceived public stigma and internalized homophobia

Reciprocal filial piety was negatively asso-ciated with internalized homophobia.

perceived public stigma and authoritarianfilial piety had comparable and positive association with internalized homophobia.

nternalized homophobia

reciprocal and authoritarian

high school students realized their sex-ual orientation or gender identity and came out to others earlier than allthe other three groups of students within various educational levels—thatis, vocational students, college/university students, and graduate students.

male students’ initial awarenesswas earlier than females’, at an average of 14.9 vs. 15.4, but female studentscame out earlier than male at an average of 17.5 vs. 18.2.

more supportive schoolenvironments for LGBTQ students were associated with fewer depressivesymptoms and fewer suicidality

Bronfenbrenner’s social-ecological framework suggests, the immediate envi-ronments in which growing adolescents live are crucial to understandinghealthy development for that individual

most LGBTQ students felt comfortable abouttheir sexual orientation and had come out to someone; how-ever, the majority remained closeted with their siblings,parents, or teachers.

The findings revealed that mostChinese schools were not inclusive for LGBTQ students.Despite the lack of support of very few LGBTQ-specific schoolpolicy, teacher training, and curriculum reported by students,the majority of LGBTQ youth felt safe living and learning atschool.

ar-right parties and movements differentiatebetween LGBTQ people who abide by Serbian norms by keepingtheir sexual and gender identities private and those who publiclyexpress their identities and seek reforms to advance their rights andequality

This theme contrasts “bad” LGBTQ rights activistswith “good” LGBTQ people who conform to social standards bykeeping their sexual and gender identities private

unite the LGBTQ rights movement with foreign threats to Kosovo’sstatus.

Inductive codes werecreated throughout the analysis for text that did not match the deductivecodes.

ymbolicboundaries are conceptual forms of intergroup differentiation basedon norms, values, and beliefs (Lamont et al., 2015). Moral boundariesrefer to claimed or attributed intergroup differences in virtues

Social boundaries are institutionalized forms of group differ-ence, such as citizenship

RWA, which is characterized by socialconformity, adherence to traditions, and the attribution of threats topeople seen as social deviants

Threat perception is a predictor of support for human rights.

ocial identity theory, which posits that people seek positivedistinctiveness for their social groups (Tajfel & Turner, 1986).

realistic threats to the existence, power,and well-being of the ingroup

These groups portray the movement as a Westerncultural threat, stressing the need to defend their country from aWestern conspiracy to “destroy” Serbia

The duty of care extends to ensuring that all necessary steps have beentaken to ensure the health, safety and wellbeing of employees and students and forthe latter this includes providing pastoral care.

using open social networks ledto concerns, with McPhail and Fisher reporting one research participant speaking of agay colleague being discouraged from joining an LGBTQ+ Facebook support network,for ‘fear that career progression may be impeded

GBTQ+ travellers used ‘closed’ social media networks, availableonly following approval by an administrator, in a positive matter to aid ‘acculturation’

barriers to international academic mobility warrant close examination. The literatureon this point remains heteronormative in nature – often omitting the challenges facingLGBTQ+ travellers, discussed below

what it means to “live at the crux ofstructural inequality based on intersections”

First, intersectionality rejects the postpositivist assumptions of an additiveapproach to social inequality, in which oppression is measured by addingtogether the effects of identifying with more than one marginalized group

used to deconstruct or “work the ruins” of everydaycircumstances in social life. Whereas scholars use the critical tradition toilluminate inequitable conditions, the poststructural tradition deconstructsthese inequities, often at the level of discourse (a term that refers to howlanguage and social practices regulate power and knowledge).

Critical Trans Politics

knowledge is coconstructed by socialactors, including participants and researchers

Student Development Task and Lifestyle Inventory to ex-plore gender (biological sex) differences in students’ degree of development.

dichotomous,independent variable.

although observationis a subjective process, researchers should strive for neutrality and comeas close to objectivity as possible

https://www.apa.org/pi/lgbt/resources/sexuality-definitions.pdf).

(a) gender cannot be understood in isolation from other so-cial identities; (b) gender is inextricable from sexism, genderism, and theirintersections with other social structural conditions; and (c) gender isa socially constructed, interactive process.

ack of LGBTQ+ people of colour being represented within theLGBTQ+ community and in media.

Goltz (2014) found that LGBTQ+ emerging adults from the millennial generationdid not find the LGBTQ+ community to be an important element in their sexual or genderidentity

expressing that by avoiding the LGBTQ+ community they were also avoidingexperiences of harassment or alienation from other members of the community

Amala expressed that being a part of the LGBTQA program at the university madeher want to bring change and be more visible about her identity to allow other internationalstudents to see that it is okay to be open and that there are programs and resources for them.

involvement with programs at the university provided heropportunities to develop friendships with people who were supportive and accepting of heridentity.

visible with his identity at the university

My teacher thought I was gay or something so he had told my parents.

Triangulation is a method used in qualitative studies to contribute to validation andverification throughout the qualitative analysis

The analysis of this study was conducted in accordance with the principles of IPA(Smith et al., 2009).

Atlas.ti version 8.0.29.0

snowball and purposive sampling technique.

(Beaty, 1999; Cass, 1979; Coleman, 1982; Harperet al., 2004; Kahn, 1991; Kuper, Coleman, & Mustanski, 2013; Troiden, 1989).

a coming out model

When discussingidentity and its influence on the coming out experience, it is important to recognize theinfluences of culture, social constructs, and social roles on identity.

rural community

significant factor in their decisions to reveal their identity.

reveal the psychological meaning ofparticipants’ coming out experiences

institutional support programs,policies, practices, and resources provided in U.S. higher education for LGBTQinternational students.

or example, undergraduate students were 45%less likely to come out to family compared to 70% of graduate students

changes in self-identification and labeling as the students change what words andterms they use to define their sexualities; changes in self-acceptance as their opinions onsexuality and their own homosexual identities shift; changes in self-understanding as theyadjust the degree to which they are open to expressing their sexuality in a reexamination oftheir own identities; and changes in their perceptions of their own potential professionaland romantic future as queer individuals

marriage due to cultural and religious norms to be substantially important based on thesignificance of procreation to assist with family status and the economic growth withinthese communities

cultural values regarding sexual orientation, access to healthcare, discrimination and coping

Glossary of Terms

Journey to Community; Journey to aDestination of Diversity; Journey to Visibility; and Journey to Interiority

four major themes that emerged from the study that captured thecoming out experiences of the participants

theoretical framework focused on identity was also utilized to develop a betterunderstanding of the participants’ coming out experiences and identity development.

interpretative phenomenological analytic approach

limited research that addresses the coming outexperiences or identities of these students while they are studying in the U.S.

there is little to no research focused on international LGBTQ students’experiences in the U.S.

"LGBT students canonly access the support they need if they feel comfortable to disclose their sexualorientation and gender identity"(Pasterny,2017).

Many students require some form of individual support from their university before and during their studies abroad.

Consult LGBT student societies when developing and marketing study abroad opportunities

Homophobia, biphobia and transphobiaare often state sponsored

concerns about personal well-being can deter students from doing so

xperience they gain from studying abroad increases theiremployability.4

Helping LGBT international students establish a social network is impor-tant to maintaining their psychological well-being

(ESL) instructors and international student office staff, about the experiencesof these students that might be otherwise overlooked. It is important thatsuch faculty and staff show openness to discuss LGBT issues and also tohelp them smoothly refer students to counseling services as needed

Reviewing coping skills or strategies that clients learned from ther-apy sessions focused on managing family conflicts, managing their identitiesin LGBT unwelcoming environments, and demonstrating such skills in emer-gency situations are necessary before termination.

LGBT international students go back to theirhome countries for various reasons including for their families, for betterjobs, and because of their felt calling to contribute to their home and peo-ple.

Most LGBT support groups and resourcesare designed for people who are Americans, and international students mighthave a hard time understanding what is going on because of language andcultural issues as well as how to socialize with strangers.

International students in general may not know what counseling servicesmeans, and some may believe it is a form of “mind control”

gay internationalstudents face much fear in disclosing their identities to their families. Theirenvironment will not allow coming out in their sexual identity, and thereare social and familial expectations that they marry someone of the oppositegender.

Many LGBT international students do not go through the process ofsexual identity development in their home countries because they have beenexposed to homophobia there

returning to their home countries.

they feelmore isolated and marginalized by their social network

When using counselingservices, international students report a high dropout rate more often thandomestic students because of their negative view of seeking professionalhelp and a lack of understanding in using counseling services

When using counselingservices, international students report a high dropout rate more often thandomestic students because of their negative view of seeking professionalhelp and a lack of understanding in using counseling services