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<p>Advocacy and intentional ‘allyship’&#xa0;from faculty members at institutions of higher education is of particular significance for the lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) community. The purpose of this study was to increase understanding of the impact of an institutionalized gender and sexuality resource center on faculty members’ practice of ‘allyship’ in addition to the role of such a center on outcomes such as tenure and sense of community despite sociopolitical factors. The study occurred at a large, four-year institution of higher education in the Southwest region of the United States which had recently introduced a formal LGBTQIA resource center, shifting support from a decentralized grassroots effort to a more formal approach. This study found that the tenure process was found to be a major mediating factor when it came to faculty participation in LGBTQIA programs or optional professional development opportunities due to either time commitment or a fear of reprisal for supporting LGBTQIA identities at the institution. After tenure was granted, participants perceived more mobility in their efforts to be visible supporters of LGBTQIA identities in their classes. Non-tenure track faculty experienced more freedom in their pursuits of support for LGBTQIA identities in the classroom, as many did not hold their professorship as their primary occupation.</p>

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Assessing Perceptions of Higher Education Faculty on the Role of a Gender and Sexuality Resource Center in Student and Faculty Outcomes

  • 期刊论文

  • 发表日期：

    2025年5月10日

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  • Matthew Hernandez,
  • Jon McNaughtan

摘要

Advocacy and intentional ‘allyship’ from faculty members at institutions of higher education is of particular significance for the lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) community. The purpose of this study was to increase understanding of the impact of an institutionalized gender and sexuality resource center on faculty members’ practice of ‘allyship’ in addition to the role of such a center on outcomes such as tenure and sense of community despite sociopolitical factors. The study occurred at a large, four-year institution of higher education in the Southwest region of the United States which had recently introduced a formal LGBTQIA resource center, shifting support from a decentralized grassroots effort to a more formal approach. This study found that the tenure process was found to be a major mediating factor when it came to faculty participation in LGBTQIA programs or optional professional development opportunities due to either time commitment or a fear of reprisal for supporting LGBTQIA identities at the institution. After tenure was granted, participants perceived more mobility in their efforts to be visible supporters of LGBTQIA identities in their classes. Non-tenure track faculty experienced more freedom in their pursuits of support for LGBTQIA identities in the classroom, as many did not hold their professorship as their primary occupation.