Ithaca College

Powers, Rachael

So Many Stories To Tell : Dramaturgical Perspectives on Ellen McLaughlin\u27s The Trojan Women

Reid, Lauren

Stevens, Grayson

Snake Habitats vs. Glamour Tips: A Content Analysis of Gendered Messages in Children’s Activity Books

Rodgers, Maya

Required, Hygiene, Distance: COIVD-19 Posters

Batista, Julia

English

Messaging Strategy Research for Convincing Anti-Maskers to Wear Masks

Bierly, Elizabeth

Mass Shootings in the Media: Framing of Perpetrators

Passante, Daniel

House on Fire

Larkin, Catherine

Effects of Dance-Specific Training in a Pediatric Dancer with Hip Pain: A Case Report

Walsh, McKinley

RESEARCH POSTER PRESENTATION DESIGN © 2019
www.PosterPresentations.com
RESULTS
The LGBT community has had to face a higher prevalence of 
mental health issues as well as domestic issues, physical abuse, 
psychiatric and substance abuse issues compared to straight, 
cisgender counterparts. The purpose of this study was to find 
out LGBTQ college students’ stress level, coping mechanism, and 
use of current services. A cross-sectional study design was 
conducted using an 18-item survey. A descriptive analysis and 
crosstab analyses were conducted. More than 8% felt left out or 
put down, 6.4% felt isolated, another 6.4% hesitated to 
participate in social activities, and 6.2% felt unsafe on campus 
because of their gender or sexuality. A significant number of 
students used drugs and alcohol as a mean to relieve stress and 
less than 40% used various services provided on campus. Based 
on these findings a series of recommendations will be provided 
to the campus health services. 
INTRODUCTION AND ABSTRACT
Materials 
• An eighteen-question survey was developed in order to conduct this study. This survey was used to determine how knowledgeable 
students are with the wellness resources on campus and determine the difference between coping mechanisms in the cisgender 
heterosexual student population and the LGBTQ student population at Ithaca College. This survey was created through Qualtrics XM
and distributed through the Ithaca College email system. 
Methods
• The survey was open for one week and students were sent reminders throughout the week to complete the survey. After the survey 
closed, Data and Analysis and Reports features in Qualtrics XM was used to analyze the data. 
• We made various crosstabs to analyze our data and find the data of most significance. We made various crosstabs for questions to
view their significance. These crosstabs were done to cross-reference various questions with question eleven which asked the 
respondent their sexual orientation. 
MATERIALS AND METHODS
McKinley Walsh, Class of ‘21, Srijana Bajracharya, PhD.
Ithaca College, Ithaca New York
A Needs Assessment of LGBTQ College Student’s Wellness: A Stress Perspective
0.67
0.289
0.0325
0
0.2
0.4
0.6
0.8
Female Male Non-Binary
Fig 1: Reported Gender of Survey Participants 
Recorded as a Percentage (n=1231)
0.66130.0593
0.1779
0.0357
0.0138 0.0089 0.0268
0.0162
Fig 3: Reported Sexuality of Survey Participants Recorded as a 
Percentage (n= 1231)
Straight/Heterosexual Lesbian or Gay Bisexual/ Pansexual
Don’t know/Not sure Prefer not to answer An orientation not listed here:
Queer Asexual
#
Have you used any of the 
following to relieve stress:
Yes No Total
1 Alcohol 56 44 1263
2 Marijuana 42 58 1266
3 Cigarettes 9 91 1251
4 Tobacco-hookah 3 97 1243
5 Cocaine 2 98 1240
6 Smokeless tobacco 3 97 1241
7 Hallucinogens (LSD) 3 97 1233
8 Opiates (heroin, painkillers) 1 99 1240
9
Vaped nicotine (juuls, other 
vapes)
18 82 1249
10 Sex 45 55 1263
11 Other 9 91 780
26.80%
16.30%
24.70%
22.10%
10.00%
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
Safe Sex Supplies Massage Chairs LGBT Academic
Materials
Printing or
Computers
Other
Fig 5. Resources Used in the LGBT Resource Room by Those Who 
Responded to the Question (n=190) 
0.233
0.38
0.188
0.024
0.152
0.024
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
Light Therapy Safer Sex
Supplies
Chair Massage
Days
Quit Kits Sleep Kits Other
Fig 4. Participants' Use of Resources from the Centers for 
Health Promotion (n=382)
Rank your responses on the following statements 
from Disagree to Agree. Disagree Neutral Agree Total
1
I have felt left out or put down because of my 
gender or sexuality 81.2 10.4 8.4 1270
2
I have been misgendered by professors or 
other students. 93.8 3.6 2.6 1269
3 I have felt isolated by my gender or sexuality. 85 8.6 6.4 1268
4
I have felt a lack of support from professors 
because of my gender or sexuality. 85 6.5 2.4 1270
5
I have felt frustrated with other students for 
not understanding my gender or sexuality. 85 6.1 4.3 1269
6
I have felt unsafe on campus because of my 
gender or sexuality. 85 9.4 6.2 1268
7
I have felt unsafe in the residence halls based 
on my gender or sexuality? 85 6.5 3 1270
8
I have experienced verbal threats because of 
my gender or sexuality. 85 4.2 2.5 1269
9
I have hesitated to participate in class activities 
because of my gender or sexuality. 85 9.6 5.7 1265
10
I have hesitated to participate in social 
activities because of my gender or sexuality. 85 7.7 6.4 1270
0.217
0.529
0.198
0.051
0.005
0.081
0.288
0.356
0.22
0.055
0
0.1
0.2
0.3
0.4
0.5
0.6
Excellent Good Average Poor Terrible
Figure 2. Perceived Overall Health Status in Percentages before and 
after the onset of COVID-19 pandemic (n=1497)
Before After
12.40%
11.50%11.40%
10.40%
8.80%
6.70%
6.10% 5.70% 5.30% 4.90% 4.70% 4.20%
3.60% 3.30%
1.10%
0.00%
2.00%
4.00%
6.00%
8.00%
10.00%
12.00%
14.00%
Inc
rea
sed
 nu
mb
er 
of 
co
un
sel
ors
 or
 ap
po
int
me
nts
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 CA
PS
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e p
ers
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al t
rai
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rks
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ps 
on
 m
an
ag
ing
 str
ess
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cia
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or 
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ou
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erv
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s
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re 
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er 
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al b
ath
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lln
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 Co
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 fa
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Inc
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 LG
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Fig. 6. Services that students want on campus. 
• Determine the impact the temporary closure of the college 
had on student’s mental and physical health 
• Determine the number of students who identify as LGBTQ+ on 
campus 
• Determine the causes of stress for all students on campus 
• Evaluate the differences in causes of stress for LGBTQ+ 
students versus cisgender heterosexual students 
• Determine student use and knowledge of different resources 
provided by the Center for Health Promotion
• Determine student use and knowledge of different resources 
provided by the the Center for LGBT Education, Outreach, and 
Services 
• Determine any other changes students would like to see 
reflected on campus through the Center for Health Promotion 
OBJECTIVES
RECCOMENDATIONS
• Overall, we believe there needs to be an increase in student 
awareness surrounding the resources currently being offered 
by the Center for Health Promotion. 
• This can be done in the form of posters, emails sent to the 
student body, workshops during new student orientation, or 
other promotional activities. 
• The resources available from the Center for Health Promotion 
can be extremely beneficial to students, they just need to 
know how and where they can access those resources. 
• Students want some changes made to campus, and the Center 
for Health Promotion should do further research to determine 
what students want on campus. 
REFERENCES
Busby, D. R., Horwitz, A. G., Zheng, K., Eisenberg, D., Harper, G. W., Albucher, R. C., King,
C. A. (2020, February). Suicide risk among gender and sexual minority college students: The roles of victimization, discrimination, connectedness, and 
identity affirmation. Retrieved fromhttps://www.ncbi.nlm.nih.gov/pubmed/31837538
Broman, C. L. (2005). Stress, race, and substance use in college. College Student Journal, 39(2), 340+.
Cohen, S. (1984). Perceived stress scale. http://www.mindgarden.com/documents/PerceivedStressScale.pdf
Coulter, R. W., Birkett, M., Corliss, H. L., Hatzenbuehler, M. L., Mustanski, B., & Stall, R. D.
(2016). Associations between LGBTQ-affirmative school climate and adolescent drinking behaviors. Drug and alcohol dependence, 161, 340-347.
East, J. A., & El Rayess, F. (1998). Pediatricians’ approach to the health care of lesbian, gay, and bisexual youth. Journal of Adolescent Health, 23(4), 191-
193.
Felner, J. K., Wisdom, J. P., Williams, T., Katuska, L., Haley, S. J., Jun, H. J., & Corliss, H. L. (2020). Stress, coping, and context: examining substance use 
among LGBTQ young adults with probable substance use disorders. Psychiatric Services, 71(2), 112-120.
Hafeez, H., Zeshan, M., Tahir, M. A., Jahan, N., & Naveed, S. (2017). Health Care Disparities
Among Lesbian, Gay, Bisexual, and Transgender Youth: A Literature Review. Cureus, 9(4), e1184. https://doi.org/10.7759/cureus.1184
Hood, L., Sherrell, D., Pfeffer, C. A., & Mann, E. S. (2019). LGBTQ college students’
experiences with university health services: An exploratory study. Journal of homosexuality, 66(6), 797-814.
Kelleher, C. (2009). Minority stress and health: Implications for lesbian, gay, bisexual,
transgender, and questioning (LGBTQ) young people. Counselling psychology quarterly, 22(4), 373-379.
Larkin, M. (2016, September 28). History of discrimination continues to impact LGBT health.
Retrieved February 19, 2020, from https://www.avma.org/javma-news/2016-10-
15/history-discrimination-continues-impact-lgbt-health
Martos, A. J., Wilson, P. A., &amp; Meyer, I. H. (2017, July 10). Lesbian, gay, bisexual, and transgender (LGBT) health services in the United States: 
Origins, evolution, and contemporary landscape. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5503273/
NAMI. (2020). LGBTQ. Retrieved from https://www.nami.org/Find-Support/LGBTQ
Rawson, H., Bloomer, K., & Kendall, A. (1994). Stress, Anxiety, Depression, and Physical
Illness in College Students. Journal of Genetic Psychology., 155(3), 321–330. https://doi.org/10.1080/00221325.1994.9914782
Reed, E., Prado, G., Matsumoto, A., & Amaro, H. (2010). Alcohol and drug use and related
consequences among gay, lesbian and bisexual college students: role of experiencing violence, feeling safe on campus, and perceived stress. Addictive 
Behaviors, 35(2), 168–171. https://doi-org.ezproxy.ithaca.edu/10.1016/j.addbeh.2009.09.005
Safren, S. A., & Heimberg, R. G. (1999). Depression, hopelessness, suicidality, and related
factors in sexual minority and heterosexual adolescents. Journal of Consulting and Clinical Psychology, 67(6), 859–866. https://doi.org/10.1037/0022-
006X.67.6.8
Substance Abuse. (n.d.). Retrieved from https://www.healthypeople.gov/2020/topics-objectives/topic/substance-abuse
Ylioja, T., Cochran, G., Woodford, M. R., & Renn, K. A. (2018). Frequent Experience of LGBQ
Microaggression on Campus Associated With Smoking Among Sexual Minority College Students. Nicotine & Tobacco Research : Official Journal of the 
Society for Research on Nicotine and Tobacco, 20(3), 340–346. https://doi-org.ezproxy.ithaca.edu/10.1093/ntr/ntw305
Woodford, M. R., Kulick, A., Sinco, B. R., & Hong, J. S. (2014). Contemporary heterosexism on
campus and psychological distress among LGBQ students: the mediating role of self-acceptance. The American Journal of Orthopsychiatry, 84(5), 519–
529. https://doi-org.ezproxy.ithaca.edu/10.1037/ort0000015
CONCLUSIONS
• There has been a shift in student’s perception of health from 
before spring break to after spring break. We have attributed 
this change to be caused by the transition to distance 
learning due to the COVID-19 pandemic. Students are now 
trying to complete classwork at home without many of the 
resources they are accustomed to using.
• We found statistically significant relationships between 
sexuality and the following coping mechanisms: alcohol, 
marijuana, cigarettes, vaped nicotine, and sex. 
• Most students selected ‘Never’ when asked about the 
frequency of resource use from the Center for Health 
Promotion, as well as the resources offered in the LGBT 
Resource Room. In both the LGBT Resource Room and the 
Center for Health Promotion Resource Room, students 
indicated that the resources used most are the safer sex 
supplies.
PURPOSE
The purpose of this study is to look at the factors relating to stress, 
the current usage of services in the Center for Health Promotion 
and Center for LGBT Education, Outreach, and Services, and the 
current coping mechanisms in cisgender heterosexual students and 
LGBTQ students at Ithaca College.  
Table 1: Participants determine which of the following they use to cope with stress 
(measured in percentages)
Table 2: Participants agree or disagree with list of potential experiences (measured in 
percentages)


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