Other duties not assigned: Experiences of lesbian and gay student affairs professionals at small colleges and universities.

Abstract

This study examined how lesbian and gay student affairs professionals negotiate their sexual identity within the institutional culture and professional responsibilities at small colleges and universities (SCUs). Nineteen individuals participated in semistructured interviews. Using the concept of theoretical bricolage (Kincheloe, 2005;Kincheloe, McLaren, & Steinberg, 2011), this study paired interpretivism and critical theory to explore how power mediated disclosure of sexual identity, enactment of identity, and assumed roles and responsibilities for participants. In general, participants' disclosure and enactment of sexual identity was carefully constructed. The participants discussed assuming many informal responsibilities regarding the support, education, and advocacy of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students and organizations. These other duties were not part of formal job descriptions but rather assumed out personal interest, commitment to LGBTQ issues, and in response to a vacuum of support for LGBTQ students and issues. Recommendations to create more inclusive work and campus environments are provided.

“They won't do it the way I can”: Haudenosaunee relationality and goodness in Native American postsecondary student support.

“…These findings are similar to those of Kortegast and van der Toorn’s (2018) qualitative study about LGBTQ student affairs professionals at small colleges. The authors reported that while their participants’ job responsibilities required supporting students, they described engaging in service beyond their job description because of their own identity as LGBTQ persons.…”

Identity, Role, and Oppression: Experiences of LGBTQ Resource Center Graduate Assistants

“…LGBTQRCs first appeared in student affairs in 1971 (Fine, 2012) initially to serve sexual minoritized (later trans* and gender minoritized) students, to combat hostile campus environments and lack of institutional policies and practices (Evans & Rankin, 1998;Marine, 2011). Kortegast and van der Toorn (2018) pointed out there is a gap in the literature about LGBTQ+ professionals in general, which echoes claims made by other scholars about LGBTQRC staff (Marine, 2011;Pryor, Garvey, & Johnson, 2017;Sanlo, 2000).…”

Complexities of Social Identity and Professional Role Transitions

“…However, as D‐L Stewart observed, “racially and ethnically minoritized students are always already gritty because, too often, they have had to deal with toxic educational environments” (Stewart, , p. 631). Prior research demonstrates that this is also the case for student affairs professionals who are racially and ethnically minoritized (Linder, Harris, Allen, & Hubain, ) and who identify as lesbian and gay (Kortegast & van der Toorn, ). Our stories in this chapter confirm and augment these findings in relation to our salient minoritized identities.…”