The Impact of Relationships on the Experiences of Racially Minoritized LGBTQ+ Faculty in Higher Education

Faculty who are minoritized-those who are both lesbian, gay, bisexual, trans, queer plus (LGBTQ+) and racially minoritized-experience significant challenges in higher education. Less is known about those who are both LGBTQ+ and racially minoritized. This study examined the experiences of 11 racially...

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Bibliographic Details
Published in:Journal of diversity in higher education 2023-12, Vol.16 (6), p.673-683
Main Authors: Wright-Mair, Raquel, Marine, Susan B.
Format: Article
Language:English
Subjects:
Bisexuality
College Faculty
College Teachers
Collegiality
Female
Graduate Schools
Graduate Study
Higher Education
Homosexuality
Human
Interpersonal Relationship
Lesbianism
LGBTQ
LGBTQ People
Life Experiences
Male
Mentor
Mentors
Minority Group Teachers
Peer Relationship
Power Structure
Racism
Self Concept
Social Bias
Work Environment
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Summary:Faculty who are minoritized-those who are both lesbian, gay, bisexual, trans, queer plus (LGBTQ+) and racially minoritized-experience significant challenges in higher education. Less is known about those who are both LGBTQ+ and racially minoritized. This study examined the experiences of 11 racially minoritized LGBTQ+ faculty teaching in higher education graduate programs and particularly focused on the ways relationships (including mentoring relationships, colleague relationships, and power-over relationships) impacted their sense of themselves in their graduate school and early career journeys. Support from both mentors and colleagues were instrumental in their success; manifestations of power-over dynamics by colleagues were detrimental for faculty who are dually minoritized. Findings point to the importance of instituting equity-based mentoring and adoption of colleagueship practices which center the thriving of racially minoritized LGBTQ+ faculty members higher education.
ISSN:1938-8926
1938-8934
DOI:10.1037/dhe0000373