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Including LGBTQ+ Early Career Higher Education Staff: Learning from the Policy and Practice for Supporting LGBTQ+ Students

Tate, Adam; Glazzard, Jonathan

Authors

Adam Tate



Abstract

This discursive paper addresses the lack of recent robust research on the experiences of Lesbian, Gay, Bisexual, Trans, Queer or Questioning (LGBTQ+) Higher Education (HE) staff, particularly Early Career Academics in the UK. While efforts have focused on supporting LGBTQ+ students, scant attention has been given to the challenges faced by LGBTQ+ staff. Existing studies highlight issues such as harassment, avoidance, and job insecurity for LGBTQ+ HE staff in the United States. Notably, the University of Birmingham in the United Kingdom (UK) has made significant effort in relation to LGBTQ+ student support, yet broader inclusivity efforts for staff seems to remain limited. Arguably, LGBTQ+ HE staff navigate a delicate balance between openness and potential repercussions, impacting their professional relationships with colleagues and students, career progression, performance ratings, and overall wellbeing. The paper underscores the need for more research, recommendations, and inclusive policies to foster a more supportive environment for LGBTQ+ Early Career Academics in UK HE.

Citation

Tate, A., & Glazzard, J. (online). Including LGBTQ+ Early Career Higher Education Staff: Learning from the Policy and Practice for Supporting LGBTQ+ Students. Higher Education Research and Development, https://doi.org/10.1080/07294360.2024.2393117

Journal Article Type Article
Acceptance Date Jun 25, 2024
Online Publication Date Aug 26, 2024
Deposit Date Aug 13, 2024
Publicly Available Date Aug 27, 2024
Journal Higher Education Research and Development
Print ISSN 0729-4360
Electronic ISSN 1469-8366
Publisher Taylor & Francis
Peer Reviewed Peer Reviewed
DOI https://doi.org/10.1080/07294360.2024.2393117
Keywords LGBTQ+; LGBTQ+ academics; LGBTQ+ higher education; Inclusion; Higher education
Public URL https://hull-repository.worktribe.com/output/4787590

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Publisher Licence URL
https://creativecommons.org/licenses/by-nc-nd/4.0/

Copyright Statement
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.




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