Honors Theses and Capstones

Date of Award

Spring 2022

Project Type

Senior Honors Thesis

College or School




Program or Major


Degree Name

Bachelor of Science

First Advisor

Kristen Clark

Second Advisor

Kerry Nolte


In the health care system, those who identify as lesbian, gay, bisexual, transgender, queer, (LGBTQ+) face discrimination and health disparities. Students who are better prepared in higher education to provide care for this population have higher levels of confidence in LGBTQ+ health content than those who have less exposure. Therefore, faculty who teach curriculum related to health and wellness have an opportunity to prepare students to provide high quality, patient centered care by teaching culturally competent care that is inclusive of LGBTQ+ populations. The aim of the study is to determine whether the degree of confidence in teaching LGBTQ+ health content is related to the implementation of LGBTQ+ health content into health care faculty curriculum. Faculty from the University of New Hampshire College of Health and Human Services and Department of Psychology were surveyed to address the proposed research aim. The results were descriptive and correlational analyses. We found that there is statistically significant positive correlation between faculty’s confidence of LGBTQ+ health content and their inclusion of this material in the curriculum (r = .56 & r = .72, p< 0.05). Our findings indicate that increasing confidence among faculty may increase their inclusion of the content in the curriculum.