Term
Spring 2018
Capstone
Capstone Project
Degree Name
MAEd
Facilitator(s)
Susan Manikowski
Content Expert
t. aaron hans
Abstract
The research question addressed in this project is, how can admission offices uncover and address biases in the admission process that impact students who identify as a member of the lesbian, gay, bisexual, trans*, and queer (LGBTQ) community? It documents the author’s creation of an evidenceinformed evaluative framework for undergraduate admissions offices to identify bias against LGBTQ students. The framework is derived from the Young et. al. (2017) framework for diversity recruitment and incorporates a Feminist Theory lens. The Capstone provides literature supporting the value of assessing undergraduate admission practices and policies for bias against LGBTQ students and the need for improved data collection regarding this student population throughout the admission cycle. A handbook was created to synthesize the research, present the framework for implementation, and provide resources for admission professionals in addressing bias against LGBTQ students in their practices.
Project Type
Program Evaluation Handbook
Keywords
Gender, LGBTQ, Higher Education
Recommended Citation
Bigley, Ann Marie, "Queering Undergraduate Admission: A Framework To Evaluate And Address Bias Against Lesbian, Gay, Bisexual, Trans*, And Queer Students In Undergraduate Admission Practices" (2018). School of Education and Leadership Student Capstone Projects. 167.
https://digitalcommons.hamline.edu/hse_cp/167
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations