Capstone Project Title
t. aaron hans
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.
Program Evaluation Handbook
Gender, LGBTQ, Higher Education
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 Student Capstone Projects. 167.