Abstract:We used quantitative data from the National Study of LGBTQ Student Success to investigate if participation in high-impact educational practices influenced lesbian, gay, bisexual, or queer (LGBQ+) students' academic development. We also examined if these effects are mediated by perceptions of the campus environment. Our findings suggested that undergraduate research plays a role in LGBQ+ students' academic development, with instructor relations mediating the effect.

中文翻译：

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对谁影响大？环境和身份对女同性恋、男同性恋、双性恋和酷儿大学生参与高影响实践的影响

摘要：我们使用来自全国 LGBTQ 学生成功研究的定量数据来调查参与高影响力的教育实践是否影响了女同性恋、男同性恋、双性恋或酷儿 (LGBQ+) 学生的学业发展。我们还研究了这些影响是否是由对校园环境的看法所介导的。我们的研究结果表明，本科研究在 LGBQ+ 学生的学术发展中发挥着作用，教师关系起到了中介作用。