A Qualitative Analysis of Faculty Advocacy on LGBT Issues on Campus

Abstract

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.

Examining Cohort Differences and Resilience among the Aging LGBT Community: Implications for Education and Practice among an Expansively Diverse Population

“…In order to effectively expand cohort-specific knowledge and clarify perceptions of LGBT legal, psychosocial, well aging, and health care issues, educators and practitioners alike must ensure expansion and infusion of such topics within the classroom (Logie et al, 2007;Gezinski, 2009;Craig et al, 2014), agency settings, field placements (Messinger, 2011) and counseling offices alike while measuring competency whenever possible. This may be accomplished though broader and ongoing discussions related to policy, advocacy, social justice, and civil rights in order to effectively advocate and increase knowledge of LGBT aging (McFarland & Sanders, 2003), lifespan, and psychosocial issues.…”

Predictors of Heterosexual College Students’ Attitudes Toward LGBT People

“…Making campuses welcoming and inclusive spaces for LGBT students is a priority for many universities nationwide (Messinger, 2009(Messinger, , 2011. Accordingly, many institutions implement LGBT speakers bureaus, ally/safe space programs, and other educational programs that aim to promote awareness, understanding, and acceptance of LGBT people (Draughn, Elkins, & Roy, 2002;Poynter & Tubbs, 2008;Rankin, 2005).…”

Outness among LGBTQ Social Work Students in North America: The Contribution of Environmental Supports and Perceptions of Comfort

“…Support and advocacy within each of these unique environments are key to positively influencing identity formation and the decision to disclose, as well as impact the fulfillment of broader developmental and educational tasks (Messinger, 2011). Key factors for increasing LGBTQ inclusiveness on campuses identified by Rankin (2005) include increased sensitivity in various facets of student life and providing institutional support through social outlets, housing, and supportive policies which can ultimately affect LGBTQ social work student outness.…”

“…Openly out faculty, staff, and administrators can positively influence LGBTQ social work students (Cain, 1996;D'Emilio, 1987;Donadello, 1986;Messinger, 2011). Hylton (2005) found that faculty disclosure of sexual identity often benefits their LGBTQ students, as 'out' faculty become invaluable resources and supportive role models.…”

“…While Ben-Ari (2001) found low levels of homophobia in a study of academics in social work compared to those in the field of education, faculty should ensure a 'safe' classroom environment for expression of personal experiences and diversity, while promoting student safety Downloaded by [Loyola University Libraries] at 12:18 18 November 2013 (Graham-Smith & Lafayette, 2004). Thus, factors such as non-discrimination policies; the number of 'out' faculty and/or 'out' students; LGBTQ-friendly student clubs and organizations; or public/private spaces for socialization, have been shown to positively influence the overall LGBTQ student experience (Lipka, 2011;Messinger, 2011;Rankin, 2003Rankin, , 2005.…”