High-Impact Practices and Student–Faculty Interactions for Students Across Sexual Orientations

Abstract

The purpose of this study was to investigate the relationship between high-impact practices and student–faculty interactions for lesbian, gay, bisexual, and questioning (LGBQ) students. Results yield few differences in participation of high-impact practices for LGBQ students compared to heterosexual students. Results also demonstrate the significant influences of student and institutional characteristics on high-impact practice participation for LGBQ students, and in particular student–faculty interactions.