Abstract
Studies show that a discriminatory, unsafe university environment negatively impacts educators identifying as lesbian, gay, bisexual, transgender, or queer. The purpose of this study was to describe perceptions of safety, acceptance, and professional development from LGBTQ faculty at a Southeastern university. LGBTQfaculty (n=21) completed an online survey with open-ended questions. Analysis of detailed responses using the constant comparative method resulted in six themes, including: Identity management in the work place, repercussions of identity disclosure on career trajectory, and lack of support from university administration. These themes are illustrated using participant data and then used to provide recommendations for change.
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Recommended Citation
Barnett, J., Muilenburg, J. L., Johnson, C. W., & Miracle, J. (2013). It's not to be discussed: Safety, acceptance, and professional development for LGBTQ faculty at a large southeastern university. Georgia Journal of College Student Affairs, 29(1), https://doi.org/10.20429/gcpa.2013.290106
Supplemental Reference List with DOIs