Abstract
Research has addressed how lesbian, gay, bisexual, and/or queer (LGBQ) student identity development is largely shaped by external factors such as perceptions of campus support and inclusivity (Schmidt, Miles, & Welsh, 2011; Swank & Fahs, 2012; Tomlinson & Fassinger, 2003). In addition, literature has illustrated a positive correlation among student leaders involved in identity-based organizations and activities that entice self-authorship, meaning making, and leadership development (Renn, 2007; Renn & Bilodeau, 2005). However, there is a finite amount of research focused on leadership and identity development among queer- identified students’ involvement in non-queer specific activities. Among best practices in student affairs, community service suggests a significant impact on leadership development, identity development, and multicultural competency development (Benkert, 2013; Einfeld & Collins, 2008; Mitchell, 2007). However, research around LGBQ students involved in community service is extremely limited. The following review of literature will explore three themes that suggest further research is needed to assess the correlation between community service and sexual identity development.
Recommended Citation
Leavitt, Julia
(2017)
"LGBQ Student Development in Community Service,"
MAGIS: Vol. 11:
Iss.
1, Article 10.
Available at:
https://scholarworks.seattleu.edu/magis/vol11/iss1/10