Stories from LGBTQ social work faculty: What is the impact of being “out” in academia?

Prock, Kristen A.; Berlin, Scott; Harold, Rena D.; Groden, Sheryl R.

doi:10.1080/10538720.2019.1584074

Cited by 34 publications

(14 citation statements)

References 21 publications

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“…LGBTQ+ educator in the social work classroom can be beneficial in enhancing authenticity and challenging assumptions of a heterosexist norm. However, this openness carries risks, including negative evaluations from students, hostile reactions from colleagues and feelings of isolation within teaching teams (Prock et al, 2019;Gates, 2010). Although the Court did not entertain this argument, the allegation underlines these risks.…”

Section: Curriculum Content and Pedagogical Practicementioning

confidence: 99%

Sexuality and religion: from the court of appeal to the social work classroom

Mason

Cocker

Hafford‐Letchfield

2020

Social Work Education

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This paper critically reviews the case of (R (Ngole) v University of Sheffield [2019]), which concerned a social work student whose professional training was terminated following expression of his religious views about homosexuality on a public social media platform. The student sought a judicial review of this decision on human rights grounds. The High Court dismissed the student's challenge but the Court of Appeal overturned this decision to dismiss on the grounds of proportionality and referred the student back to the University to determine further action. This case is discussed in the context of the complicated positions taken up during the process leading to this legal Judgment, as they have implications for curriculum and pedagogical strategies, fitness to practice processes and the experience of LGBTQ+ students. The discussion considers how, in light of this Judgment, social work educators can continue to address sexuality as a social justice issue. Critical and queer perspectives can support transformative learning where binary thinking about sexuality and religion is challenged and students can appreciate the impact of their values on others. Recommendations are made for addressing disparities in how sexuality, sexual and gender diversity are addressed in professional education.

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Section: Curriculum Content and Pedagogical Practicementioning

confidence: 99%

Sexuality and religion: from the court of appeal to the social work classroom

Mason

Cocker

Hafford‐Letchfield

2020

Social Work Education

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“…LGBTQ+ faculty can paradoxically feel invisible (Purdie-Vaughns & Eibach, 2008; Remedios & Snyder, 2018) and too visible—and outness may be associated with a mix of risks, rewards, and responsibilities (J. C. Harris & Nicolazzo, 2020; Prock et al., 2019). The invisibility of identity, for some, may mean that faculty have to “come out” in the workplace—sometimes multiple times.…”

Section: Being Marginalized Due To Our Identitiesmentioning

confidence: 99%

“…For people who do LGBTQ+ research, it is likely that others will assume, rightly or wrongly, that they are LGBTQ+ (LaSala et al., 2008; Prock et al., 2019) and thus engaging in “me-search” or biased, indulgent research. This may create barriers to doing LGBTQ+ research for people who are less out or are questioning their identities.…”

Section: Doubly Marginalized Due To Both Our Research and Our Identitiesmentioning

confidence: 99%

Doubly Marginalized: Addressing the Minority Stressors Experienced by LGBTQ+ Researchers Who Do LGBTQ+ Research

Veldhuis

2022

Health Educ Behav

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Lesbian, gay, bisexual, transgender, and nonbinary, and queer people (LGBTQ+) experience significantly higher levels of stressors due to discrimination, stigma, and marginalization than do cisgender heterosexual people. These high levels of stressors have impacts on health and well-being as well as career impacts. Limited research suggests that within higher education LGBTQ+ faculty experience bullying, discrimination, and harassment within the workplace. There is also data to suggest that research on marginalized populations is perceived to be less objective and valuable than research on majority populations. Research on the challenges of being a member of a marginalized population who conducts research on the same population suggests potentially negative career and personal impacts. To my knowledge, there has been little to no research on the double marginalization related to being an LGBTQ+ researcher doing research within the LGBTQ+ community. To describe the potential impacts of being an LGBTQ+ researcher who does LGBTQ+ research, I apply the extant literature on marginalized researchers who do research among marginalized populations to LGBTQ+ researchers. I also describe the potential minority stressors that LGBTQ+ researchers may face and how that may impact careers. Finally, I offer multiple recommendations for improvements for our research community and argue that senior faculty, leadership, and mentors can take specific actions to lessen stressors for LGBTQ+ researchers studying LGBTQ-related topics.

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“…Similarly to the school context, the main focus of coming out research within higher education lies on the teaching settings—for students (as discussed above) and university lecturers 35 —and less on coming out as an LGBTQ+ identifying staff member to colleagues and superiors. Comparatively few studies addressed academic staff members' coming out outside of teaching (e.g., Lasala et al., 2008; lgbtQ+@cam, 2019; Prock et al., 2019) and other staff member groups (e.g., lgbtQ+@cam, 2019; Nectoux, 2011). The teaching setting focus within school and university coming out research leads to a massive underrepresentation of staff members outside of the direct student–teacher relationship such as headmasters, academic‐related staff, administrators, librarians and maintenance staff.…”

Section: Three‐lens Typologymentioning

confidence: 99%

An overview of coming out research: Introducing a three‐lens typology

Sandler

2022

Sociology Compass

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Coming out is a fast-growing global research area with numerous interdisciplinary publications dedicated to its exploration. To contribute to a more organised and concise way of understanding this rapidly expanding field, I introduce a three-lens typology. Based on the systematic categorisation of over 700 publications, coming out research can be viewed via the following three lenses: (1) the different social institutions in which individuals come out, (2) to whom individuals come out, and (3) the content of individuals' coming out. The identified lenses focus on 'coming out in', 'coming out to' and 'coming out as', which adds to current conceptual understandings of 'coming out into' and 'coming out of'. Further, lens 3 demonstrates another usage shift of the coming out terminology. The concept of coming out originally was used outside of sexuality contexts and currently is being used more broadly again. However, in contrast to its original meaning, the new areas of application (e.g., fatness, atheism, illness) are still linked to conceptualisations and experiences of non-normativity. This publication assists students, scholars, and practitioners with navigating the extensive amount of coming out literature. It further illustrates the potential and challenges of coming out research and points towards the future-the if, how and what-of this field.

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Stories from LGBTQ social work faculty: What is the impact of being “out” in academia?

Cited by 34 publications

References 21 publications

Sexuality and religion: from the court of appeal to the social work classroom

Sexuality and religion: from the court of appeal to the social work classroom

Doubly Marginalized: Addressing the Minority Stressors Experienced by LGBTQ+ Researchers Who Do LGBTQ+ Research

An overview of coming out research: Introducing a three‐lens typology

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