A SYSTEMATIC REVIEW OF LGBT+ POLICIES IN HIGHER EDUCATION

Abstract

Abstract This article presents a systematic review of the literature on LGBT+ policies in higher education and addresses the following research question: Is there robust evidence regarding the role of LGBT+ policies in promoting equal opportunities and social redress and reducing violence in university settings? Four information sources were searched: Web of Science, Scopus, SciELO, and the CAPES Journals Portal. The following inclusion criteria were adopted: a) publication type: peer-reviewed scientific articles; b) level of education: higher education; c) research field: humanities and social sciences; and d) object of study: LGBT+ affirmative action, equality, or diversity policies. Applying these criteria yielded 1,105 records, of which 40 articles were eligible. Data were extracted from the selected articles using 11 descriptors to: map the research field by describing the landscape of scientific production on LGBT+ policies in higher education; and organize the findings through a configurative thematic synthesis that accounted for data heterogeneity. The findings indicate that LGBT+ policies in higher education can promote inclusion, equal opportunities, and student safety, although their effectiveness depends on implementation and institutional commitment. Moreover, although some policies may be predominantly symbolic, their absence may have even more negative effects on the university environment.