Publications by Colleges and Departments (MSU - Bozeman)
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Item Factors Influencing Retention of Transgender and Gender Nonconforming Students in Undergraduate STEM Majors(American Society for Cell Biology, 2022-03) Maloy, Jeffrey; Kwapisz, Monika B.; Hughes, Bryce E.Science, technology, engineering, and mathematics (STEM)majors do not retain transgender and gender nonconforming (TGNC) students and cisgender students at similar rates. This article explores TGNC retention in STEM majors and describes factors that contribute to differential retention of cisgender and TGNC students.Item Thinking about sexual orientation: College experiences that contribute to identity salience(2018-05) Hughes, Bryce E.; Hurtado, SylviaSexual orientation has been socially prominent in the national media lately, but little is known about how college creates opportunity for thinking about sexual orientation among individual students. Using data from the Diverse Learning Environments survey, administered by the Higher Education Research Institute, we compared samples of heterosexual, lesbian, gay, and bisexual students to determine experiences that predict sexual orientation salience for each group. An inclusive curriculum, cocurricular diversity activities, and bias experiences are all related to increased salience. Participation in an LGBT student organization mattered for LGB students, whereas campus-administered diversity activities were most important for heterosexual students' identity.Item LGBT legal issues in Jesuit higher education(2008) Hughes, Bryce E.Issues facing the LGBT (lesbian, gay, bisexual, and transgender) community can prove to be a legal nightmare for college and university administrators to address, particularly at religiously affiliated institutions like Jesuit colleges. Administrators have to walk a fine line between nondiscrimination statutes and the religious beliefs and teachings of the school's affiliation. This paper explores the main legal issues pertaining to the LGBT community on campus, including students, employees (faculty and staff), and university policy. It offers a historical perspective on these issues, including a quick overview of Catholic Church doctrine and relevant United States case law, and summarizes implications for administrators at Jesuit colleges and universities. Finally, it makes recommendations to administrators ways in which Jesuit colleges and universities can address these issues, staying true to their mission while being mindful of all human experiences. In 2004, Gonzaga University became the first Jesuit university to establish an LGBT (lesbian, gay, bisexual, and transgender) Resource Center, a much needed but highly controversial milestone in the history of providing LGBT services at Jesuit colleges and universities. Due to their relationship with the Roman Catholic Church, Jesuit universities are faced with the complex issue of balancing their need to provide student support with their need to maintain Catholic identity. This is especially true with regard to LGBT issues because of the Church's strong stance on homosexuality, particularly at Catholic universities, which train future priests. This paper will examine several issues related to sexual orientation facing different facets of the university community (students, employees, and policy), summarizing legal and policy implications for Jesuit colleges and universities. Then these trends will be analyzed through several perspectives to extract implications for Jesuit higher education, ultimately resulting in recommendations for handling LGBT affairs on Jesuit campuses. The purpose is not to call on Jesuit higher education to challenge the Vatican on its stance on homosexuality, but rather to encourage institutions to remain faithful to their mission of intellectual curiosity and thirst for justice. Unfortunately, the scope of this paper cannot meet the goal of addressing LGBT issues broadly. The acronym LGBT includes the letter T, referring to the community of people who identify as transgender. Issues impacting the transgender community, those relating to gender identity or expression, are not explicitly addressed here despite the need for a voice for the transgender community on Jesuit campuses. A whole separate paper could be written to address concerns specifically related to gender identity and expression. Some of the issues that affect lesbian, gay, and bisexual communities will impact the transgender community as well, but for the sake of analysis, this paper will focus on issues related to sexual orientation.Item College experiences that contribute to students’ thinking about their sexual orientation identity(2013-03) Hughes, Bryce E.; Hurtado, SylviaItem Examining STEM pathways among students who begin college at four-year institutions(2014) Eagan, Kevin; Hurtado, Sylvia; Figueroa, Tanya; Hughes, Bryce E.Item Coming out in STEM: Factors affecting retention of sexual minority STEM students(2018-03) Hughes, Bryce E.Using a national longitudinal survey data set from the Higher Education Research Institute, this study tested whether students who identified as a sexual minority (for example, lesbian, gay, bisexual, or queer) were more or less likely to persist after 4 years in science, technology, engineering, and mathematics (STEM) fields, as opposed to switching to a non-STEM program, compared to their heterosexual peers. A multilevel regression model controlling for various experiences and characteristics previously determined to predict retention in STEM demonstrated that, net of these variables, sexual minority students were 8% less likely to be retained in STEM compared to switching into a non-STEM program. Despite this finding, sexual minority STEM students were more likely to report participating in undergraduate research programs, and the gender disparity in STEM retention appears to be reversed for sexual minority STEM students.Item Using case studies to help faculty navigate difficult classroom moments(2010-12) Hughes, Bryce E.; Huston, Therese; Stein, Julie"Hot" or "difficult" classroom moments occur when a student's provocative comment elevates emotions in the classroom and creates an uncomfortable tension. Faculty typically feel unprepared to address these volatile moments, and faculty developers and department chairs are faced with the challenge of boosting faculty confidence and helping instructors build the skills to navigate these unexpected moments. This article examines how case studies can be used to help instructors anticipate difficult moments, practice potential responses, and learn from the collective wisdom of their colleagues. Two case studies based on difficult moments in service-learning courses are included. (Contains 1 table.)Item Resilience Of Grassroots Leaders Involved in LGBT Issues at a Catholic University(2017-10) Hughes, Bryce E.This case study examined the sources of resilience utilized by staff and faculty grassroots leaders at a Jesuit, Catholic university addressing the LGBT campus climate. Interviews with 31 grassroots leaders uncovered how self-authorship helped participants reconcile tensions between Church teachings and LGBT concerns, self-efficacy to make a difference contributed to increased confidence, reliance on support networks countered feelings of isolation, and maintaining balance preserved psychological resources.Item "Managing by not managing": How gay engineering students manage sexual orientation identity(2017-04) Hughes, Bryce E.From a social constructivist paradigm I explored the experiences of 7 openly gay engineering students to understand how, if at all, they made sense of the intersections between their engineering and sexual orientation identities. By eliciting stories through individual and focus group interviews, a narrative approach allowed me to capture the influence of students' experiences prior to college as well as their expectations for the future to situate their college experiences within the broader developmental narratives of their lives. Overall, these 7 students' narratives point to the ways the culture and climate within engineering, moderated by norms regarding masculinity, affected their experiences as gay men within the academic engineering context.