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Abstract
This article explores faculty advising techniques for Gay, Lesbian, Bisexual, and Transgendered (GLBT) graduate students. An inductive review of the literature reveals identity development issues unique to this population. Implications are explored for practitioners and faculty advisors indicating strategies, which affect GLBT graduate students.
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The graduate classroom is constantly changing including instruction techniques, the use of technology, and the classroom participants. Among the many changes are the graduate students and their demographics. Most literature concerning advising graduate students is directed toward the ...