Queering the HRD Curriculum: Preparing Students for Success in the Diverse Workforce

Chapman, Diane D.; Gedro, Julie

doi:10.1177/1523422308329091

Cited by 24 publications

(22 citation statements)

References 27 publications

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“…Dichotomized scripts regarding gender and sexuality (e.g., heterosexual and homosexual, male and female, etc.) dictate the way we think, what we say, how we speak, where we go, how we interact with others, and even who we are (Chapman & Gedro, 2009). These scripts are what most affect trans* people because the standards are so rigid and inflexible.…”

Section: Critical Thinking: Propositions Regarding Potential Impact Omentioning

confidence: 99%

The Problem of Transgender Marginalization and Exclusion

Collins

McFadden

Rocco

et al. 2015

Human Resource Development Review

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Dialogue about lesbian, gay, bisexual, and transgender (LGBT) people remains undervalued in Human Resource Development (HRD). Most of HRD's LGBTrelated research has focused on sexual orientation, giving little attention to what differentiates transgender people-gender identity and/or expression that differs from assigned sex at birth. Transgender issues are particularly important to HRD practice, as practitioners increasingly aim to create diverse and inclusive organizations, but there is a lack of understanding about what it means or is like to be transgender. The purpose of this article was to situate transgender experiences as relevant and important issues for HRD, providing critical actions HRD scholars and practitioners might take to shape a more inclusive reality for transgender people in the workplace.Keywords transgender, gender identity, gender expression, social justice, critical human resource developmentHistorically, the field of Human Resource Development (HRD) has undervalued dialogue about lesbian, gay, bisexual, and transgender (LGBT) people

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Section: Critical Thinking: Propositions Regarding Potential Impact Omentioning

confidence: 99%

The Problem of Transgender Marginalization and Exclusion

Collins

McFadden

Rocco

et al. 2015

Human Resource Development Review

View full text Add to dashboard Cite

show abstract

“…Scholars have criticized HRD curriculum for ignoring ethics, diversity, globalization, sustainability, workplace power dynamics, the changing nature of work and the needs of employers (Ardichvili 2012;Ardichvili and Oh 2013;Bierema 2010;Chapman and Gedro 2009;Kuchinke 2007;Torraco 2008). However, very little is known about the content and methods of university-based academic programmes in HRD.…”

Section: Problem Statement and Research Purposementioning

confidence: 95%

The same but different: HRD master’s programmes in the United States

Zachmeier

Cho

Kim

2014

Human Resource Development International

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In this study, we examined the curricular and institutional characteristics of HRD master's programmes in the United States. Our sample included 108 programmes in 100 institutions that were self-identified as HRD programmes. Among our findings: (1) fewer programmes were located in schools of education (44%) and more were located in schools of business (28%) than indicated by previous research; (2) there was greater homogeneity in curriculum among programmes in the same institutional locations (e.g. schools of education or schools of business) and greater variation among programmes in different institutional locations; (3) the curriculum of programmes located in schools of education tended to focus on traditional educational topics such as adult learning and instructional design, while the curriculum of programmes located in school of business tended to focus on management topics such as organization development, staffing and employment law. Our findings suggest that the nature of HRD as an academic subject varies with institutional location, as do the skill sets of students who graduate from HRD programmes. Future research should take these differences into account.

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“…While general diversity training is an important first step, it is hardly sufficient as too many such programs fail to ever include LGB issues (Chapman and Gedro 2009). So, once a broad-scale diversity training program is established, more specific learning opportunities can be initiated to increase understanding of the unique contributions LGB people can make to organizations.…”

Section: Awarenessmentioning

confidence: 99%

Risky business: gay identity disclosure in a masculinized industry

Collins

Callahan

2012

Human Resource Development International

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Gay former BP chief executive Lord John Browne resigned his position in 2007 after losing a legal battle to keep a tabloid from printing stories that would 'out' him, and purport false accusations of professional misconduct involving a former partner. A comprehensive view of the circumstances leading to Browne's resignation provided a basis for the study of how organizations that value masculine standards work to marginalize gay men. Browne arguably chose not to disclose his sexual orientation for fear of a negative career impact. The purpose of this article is to explore the challenges of disclosure for gay male professionals in masculinized industries and to situate the conversation within Human Resource Development (HRD). Our analysis of the archives of Browne's experiences as an involuntarily outed gay executive in a male-dominated career suggest he struggled with issues of fear related to coping with his gay identity. Implications for HRD practice, research and policy are discussed.

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Queering the HRD Curriculum: Preparing Students for Success in the Diverse Workforce

Cited by 24 publications

References 27 publications

The Problem of Transgender Marginalization and Exclusion

The Problem of Transgender Marginalization and Exclusion

The same but different: HRD master’s programmes in the United States

Risky business: gay identity disclosure in a masculinized industry

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