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

TY - JOUR

T1 - The Impact of Relationships on the Experiences of Racially Minoritized LGBTQ+ Faculty in Higher Education

AU - Wright-Mair, Raquel

AU - Marine, Susan B.

N1 - Publisher Copyright: © 2021 National Association of Diversity Officers in Higher Education

PY - 2021/12/23

Y1 - 2021/12/23

N2 - 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.

AB - 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.

UR - https://www.scopus.com/pages/publications/85122346423

UR - https://www.scopus.com/pages/publications/85122346423#tab=citedBy

U2 - 10.1037/dhe0000373

DO - 10.1037/dhe0000373

M3 - Article

SN - 1938-8926

VL - 16

SP - 673

EP - 683

JO - Journal of Diversity in Higher Education

JF - Journal of Diversity in Higher Education

IS - 6

ER -