Heterosexist microaggressions, student academic experience and perception of campus climate: Findings from an Italian higher education context

While overt instances of harassment and violence towards LGBQ+ individuals have decreased in recent years, subtler forms of heterosexism still shape the social and academic experience of students in higher education contexts. Such forms, defined as microaggressions, frequently include environmental slights that communicate hostile and derogatory messages about one's sexual-minority status. However, there is some evidence suggesting that environmental microaggressions have deleterious effects on all students, regardless of their sexual orientation. The aim of the current study was to examine how heterosexist environmental microaggressions on campus contributed to heterosexual and non-heterosexual students' negative perceptions of campus climate. We also analyzed whether the effect of microaggressions on campus climate was mediated by student social integration on campus. Data were collected in 2018 through an anonymous web-based survey that involved students from a large university of Southern Italy. The sample consisted of 471 students from 18 to 33 years old. Thirty-eight (8.1%) students self-identified as non-heterosexual. Measures included self-reported experiences of environmental microaggressions on campus, student degree of satisfaction with peer-group and student-faculty interactions, perceptions of faculty concern for student development, and of the overall campus climate. The structural equation model showed that heterosexist environmental microaggressions on campus were associated with negative perceptions of campus climate through lowered satisfaction with peer-group interactions and perceptions of faculty concern for student development, for both heterosexual and nonheterosexual students. Overall, the findings of this study suggest that heterosexist microaggressions within campus environments are negatively associated with students' perceptions of campus climate, regardless of their sexual orientation. Both faculty and peers play an important role in creating an environment that supports the inclusivity of diversity and fosters a greater sense of belonging to the campus community.