The theoretical engagements of scholarship on LGBTQ+ people in higher education: A look at research published between 2009 and 2018.

Abstract

Using a content analysis approach, this study examined how scholarship on lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQϩ) people in higher education used theories to advance knowledge about these communities between 2009 and 2018. Guided by the concept of thinking with theory, the article explores the varying relationships that scholars developed between data and theoretical/ epistemological traditions. In particular, the research project had a specific focus on how scholars mobilized critical and poststructural frameworks to shape literature on LGBTQϩ people. Findings revealed several important trends. Namely, there was a significant omission and lack of naming of epistemological foundations in research on LGBTQϩ people. Additionally, studies employing critical and poststructural frameworks increased during this period of time. Although the epistemologies represented in scholarship grew, few articles explicitly mentioned how their chosen theories/ epistemologies informed every aspect of their study design. Implications for future research and practice are offered.

LGBT + academics’ and PhD students’ experiences of visibility in STEM: more than raising the rainbow flag

“…These concepts and theories have influenced the ways scholars have looked at LGBT + experiences in HE, although the relationship between scholarship and theory is often not sufficiently explicit (Duran et al, 2022 ). Research has focused on campus climate and structural issues to investigate factors that might facilitate or hinder visibility (Bilimoria & Stewart, 2009 ; Cech & Waidzunas, 2011 ; Ellis, 2009 ).…”

Teaching Queer Concepts to Graduate Students in Communication Sciences and Disorders: Culturally Responsive Pedagogy to Foster Affirmative Clinical Practice

“…One of the main tasks of preparing future professionals to interact with a diverse population is to increase awareness of those unexamined paradigms so that they may begin to increase their clinical knowledge and skills. 10 This discussion will be framed using a critical epistemology, 11 meaning that current accepted practices and procedures will be discussed in a way that will shine light on how they support oppressive processes, such as heteronormativity, cisnormativity, misogyny, racism, and ableism. We will frame the discussion using several theoretical models, namely, Queer theory/Quare theory, 12,13 DisCrit, 14 the Minority Stress Model, 15 the Ethics of Care, [16][17][18] and Culturally Responsive Pedagogy.…”

A systematic literature review on bi+ college students using an ecological lens.

“…To this point, Prieto (2022a) posited, “at present, White, middle-class, cisgender women are overrepresented in bisexuality studies” (p. 61). These trends signal a need to complicate understandings of bi+ college students in research, especially because how queer scholarship is conducted has impacts on the knowledge that practitioners on college campuses have to adequately support queer students (A. Duran et al, 2022).…”

“…These trends signal a need to complicate understandings of bi+ college students in research, especially because how queer scholarship is conducted has impacts on the knowledge that practitioners on college campuses have to adequately support queer students (A. Duran et al, 2022).…”