Tuckman v. the LGBTQ+ Community: The Impact of Bias-Related Incidents on Group Formation and Leadership Development of LGBTQ+ Identifying, Undergraduate Students at the University of Dayton
Adam D Booher
A main component of the successful development of undergraduate students is a healthy combination of academic success and interpersonal development. Interpersonal development relies heavily on undergraduate students' abilities to be involved socially and effectively form groups with their peers. The Tuckman (1965) model of group formation only works when members of the group are operating in a relatively conflict-free environment (Cassidy, 2007). What happens when bias-related conflicts and assumptions become present in the group formation process? This study focuses on bias-related concerns among LGBTQ+ undergraduate students at the University of Dayton and the influence that these concerns have on the students' ability to effectively form groups with their non-marginalized peers. This study is significant because it indicates that student affairs professionals ought to cater group formation to the needs of all the students involved in the process, not just those who identify as the majority in terms of their sexual identity.
Course Project - Graduate
Savio D Franco
Primary Advisor's Department
Counselor Education and Human Services
Stander Symposium poster
"Tuckman v. the LGBTQ+ Community: The Impact of Bias-Related Incidents on Group Formation and Leadership Development of LGBTQ+ Identifying, Undergraduate Students at the University of Dayton" (2017). Stander Symposium Posters. 899.