STRIDE: LGBTQ+

Diana Bilimoria, & Abigail J Stewart, 2009
In the present study, fourteen science and engineering faculty members who identified as lesbian or gay at two research universities described the workplace climate for lesbian, gay, bisexual, and transgender (LGBT) faculty, the role pressures and choices they face, and the effects of the climate on their work performance and careers. While some faculty describe overt hostility toward them, invisibility, interpersonal discomfort, and pressure to "cover" their sexuality are much more pervasive, as is a felt obligation to be supportive to LGBT students and junior colleagues. Based on our analyses of the interview data, we propose a model of the career consequences of the academic work environment for sexual minority faculty in science and engineering. We conclude by recommending specific future research and suggesting institutional actions that can be taken to make campus climates more affirming for LGBT faculty in science and engineering, and other disciplines.

Annemarie Vaccaro, 2012
This ethnographic study of lesbian, gay, bisexual, and transgender (LGBT) faculty, staff, graduate students, and undergraduates expands the higher education conversation about campus climate beyond the traditional organizational-level paradigm. Findings suggest that LGBT individuals with similar organizational roles shared common experiences and perceptions that were informed by localized socio- spatial environments, or microclimates.

Susan R Rankin, Eric V Patridge, & Ramon S Barthelemy, 2014
There is limited information available regarding factors that contribute to the academic advancement of lesbian, gay, bisexual, and queer (LGBQ) communities. In this project, we employ data from the 2010 State of Higher Education for Lesbian, Gay, Bisexual, and Transgender People, and our aim was to assess the experiences of LGBQ faculty from science, technology, engineering, and mathematics (STEM) disciplines. Survey responses from 279 LGBQ faculty members across multiple departments were analyzed through chi-square and binary logistic regression. Our findings from this national study identify several factors influencing the academic climate and subsequent career consequences of LGBQ faculty, and department-level analyses suggest these climate factors may be particularly relevant to the STEM fields. We propose that the comfort of LGBQ faculty members is a valuable measure for advancing the retention of LGBQ STEM faculty members, and we show that both exclusionary behavior and being "out" are factors that negatively impact this measure. We provide potential best practices to improve the academic climate for STEM faculty members, thereby advancing both their persistence and their influence on mentoring prospective LGBQ STEM students.

Elizabeth P Cramer & Charles H Ford, 2011
From a highly publicized suicide to quieter fear and state-sanctioned prejudice, the climate for LGBT people on campuses across the nation remains cloudy and unstable.

Michael P Dentato, Shelley L Craig, Michael R Lloyd, Brian L Kelly, Caitlyn Wright, & Ashley Austin, 2016
Social work programs must effectively meet the needs of their diverse lesbian, gay, bisexual, transgender, and queer (LGBTQ) student populations as well as effectively train all students to work with minority groups including the LGBTQ community. While many undergraduate and graduate social work programs provide open, supportive, and affirming experiences for LGBTQ students, there remain ongoing challenges related to hostility, stigma, heterosexism, and homophobia within classroom settings across programs in the US and Canada. This study examines classroom experiences of homophobia among 1,018 social work students. Qualitative data associated with three optional open-ended questions were analyzed utilizing grounded theory. Main qualitative findings identified several major themes associated with social work student experiences of homophobia in the classroom including: (1) Coming out; (2) Faculty inaction; (3) Implicit and explicit content; (4) Direct language and actions; and (5) Religious rationalizations and non-affirming positions. Conclusions and recommendations for social work education are discussed that center around creating safe and affirming classroom settings; the vital role of out faculty, students, and allies; impactful integration of diversity content within curricula, policies, and accreditation standards; ongoing training and mentorship; understanding the role of power and oppression; and a call to action among social work educators and the profession.

Robert Loren Hill, David J Nguyen, Cindy Ann Kilgo, Alex C Lange, Heather D Shea, Kristen A Renn, & Michael R Woodford, 2021
This qualitative study draws from 60 interviews with LGBTQ+ college students to highlight how a positive psychology framework illuminates aspects of LGBTQ+ student success. Utilizing the broaden-and-build theory and the concept of thriving, we found LGBTQ+ students experienced thriving through managing and experiencing support for multiple identities and LGBTQ+-specific connections, contributions, and curriculum. The article concludes with implications for student affairs practice and future research.

Alison Cook & Christy Glass, 2008
This study examines how policies targeted to the lesbian, gay, bisexual, and transgender (LGBT) community impact gender and ethnic/racial diversity within business schools. Specifically, the authors examine domestic-partner benefits, sexual orientation nondiscrimination policies, and gender identity nondiscrimination policies. The cumulative effect of offering multiple policies is also examined. Findings suggest that ethnic/racial diversity of tenure-track business faculty is significantly related to the school offering each of the examined LGBT policies; however, gender diversity was not significantly related. The offering of multiple policies is also a significant predictor of ethnic/racial diversity in business school faculties.

Kristen A Renn, 2010
In this article, the author provides an overview of existing literature addressing lesbian, gay, bisexual, transgender (LGBT), and queer issues in higher education. She argues that although colleges and universities are the source of much critical and postmodern writing about LGBT and queer topics, scholarship on LGBT/queer people and organizations in higher education itself lacks theoretical depth. The author points to ways that existing research approaches and theoretical stances benefit higher education practice and suggests areas in which attention to methodological rigor and theoretical advancement is needed.

Kristen A Renn, 2010
In this article, the author provides an overview of existing literature addressing lesbian, gay, bisexual, transgender (LGBT), and queer issues in higher education. She argues that although colleges and universities are the source of much critical and postmodern writing about LGBT and queer topics, scholarship on LGBT/queer people and organizations in higher education itself lacks theoretical depth. The author points to ways that existing research approaches and theoretical stances benefit higher education practice and suggests areas in which attention to methodological rigor and theoretical advancement is needed.

Michael C LaSala, David A Jenkins, Darrell P Wheeler, & Karen I Fredriksen-Goldsen, 2008
Self-identified lesbian, gay, bisexual, and transgender (LGBT) faculty along with heterosexuals with scholarly interests in these populations can face heterosexism, heterocentrism, homophobia, and hostility within and outside of social work programs. This article describes the risks and rewards of being an LGBT faculty based on the experiences of the authors. Myths and realities relating to coming out, promotion, and funding are discussed, along with the pitfalls of tokenism and the stress of being an LGBT faculty of color. Ways to endure and even thrive in spite of these potentially formidable burdens are also described.

Jessamyn Bowling, Ryan A. Miller & Nikolai Mather, 2020
Lesbian, gay, bisexual, trans, and queer (LGBTQ) individuals experience stigma and discrimination on college campuses. This may translate into negative mental health and poor academic outcomes. Campus climate assessments may identify areas of improvement but often do not lead to significant changes. This study builds upon one climate assessment framework to improve campus-based LGBTQ climate assessments. Based on an assessment at one large Southern university, we suggest ways to improve the process of assessing the climate and creating change on campus.

András Tilcsik, 2011
This article presents the first large-scale audit study of discrimination against openly gay men in the United States. Pairs of fictitious résumés were sent in response to 1,769 job postings in seven states. One résumé in each pair was randomly assigned experience in a gay campus organization, and the other résumé was assigned a control organization. Two main findings have emerged. First, in some but not all states, there was significant discrimination against the fictitious applicants who appeared to be gay. This geographic variation in the level of discrimination appears to reflect regional differences in attitudes and antidiscrimination laws. Second, employers who emphasized the importance of stereotypically male heterosexual traits were particularly likely to discriminate against openly gay men. Beyond these particular findings, this study advances the audit literature more generally by covering multiple regions and by highlighting how audit techniques may be used to identify stereotypes that affect employment decisions in real labor markets.

Lori Messinger, 2011
Faculty activism is an integral part of shared governance in higher education institutions, yet little is known about the dynamics that underlie this activism. Using oral history interviews with 30 faculty members working to secure lesbian, gay, bisexual, and transgender (LGBT)-supportive policies on their respective campuses, this article identifies reasons the faculty members became involved in this advocacy, types of advocacy in which they engaged, factors associated with engaging in advocacy, and challenges facing these faculty advocates. Specific dynamics facing LGBT faculty are discussed, and predictions are made for the future of faculty advocacy on LGBT campus policy issues.

Kristie L Seelman, 2014
Research indicates that transgender individuals frequently experience marginalisation and interpersonal victimisation within college and university settings. Missing from the literature is a discussion of what can be done to address such patterns in higher education, based upon empirical data gathered from transgender and gender non-conforming students, staff, and faculty. The present study aimed to fill this gap by reporting on solutions offered by a sample of 30 individuals in one US state while integrating a lens of intersectionality. Five resulting themes include (a) offer education, campus programming, and support for trans individuals; (b) improve university systems and procedures for recording one's name and gender; (c) encourage greater inclusivity and recruitment of diverse groups; (d) make physical changes to facilities; and (e) hold people accountable. These findings suggest institutional actions and policy changes for higher education administrators and others committed to improving campuses for transgender and gender non-conforming people.

Brett Genny Beemyn,Andrea Domingue,Jessica Pettitt, & Todd Smith, 2005
To assist colleges and universities in becoming more supportive of transgender people, the authors, who work in campus LGBT student services, offer practical recommendations in areas where gender-variant students, staff, and faculty are likely to encounter discrimination. These areas include health care, residence halls, bathrooms, locker rooms, gender and name changes, public inclusion, and programming, training, and support. For each area, beginning, intermediate, and advanced steps are suggested.

Reviewed by Robert Loren Hill, 2020
Reviewed by Robert Loren Hill. (2020). Trans People in Higher Education. Journal of Student Affairs Research and Practice, 57(2), 231–233. https://doi.org/10.1080/19496591.2019.1709070