Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2018 Thematic Narrative of LGBT Faculty Members' Professional Identity and Activism Kathy Luanne Williamson Gall Walden University Follow this and additional works at: https://scholarworks.edu/dissertations Part of the Higher Education Administration Commons, and the Higher Education and Teaching Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact ScholarWorks@waldenu. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Kathy Luanne Williamson Gall has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made.
Review Committee Dr. Susan Marcus, Committee Chairperson, Psychology Faculty Dr. Nina Nabors, Committee Member, Psychology Faculty Dr. Bonnie Nastasi, University Reviewer, Psychology Faculty Chief Academic Officer Eric Riedel, Ph.
Walden University 2018 Abstract Thematic Narratives of LGBT Faculty Members’ Professional Identity and Activism by Kathy Luanne Williamson Gall MS, University of Phoenix, 2011 BS, University of Phoenix, 2009 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University November 2018 Abstract Over the past 20 years, lesbian, gay, bisexual, and transgender (LGBT) individuals have made progress in attaining the same basic civil rights as heterosexual individuals. As in other civil rights movements, the college campus has played an important role. The LGBT community participates in academic and campus life, and numerous colleges are developing and supporting an inclusive, safe, and respectful culture. However, bias and prejudice continue to occur.
While researchers have studied the repercussions of prejudice, discrimination, and low evaluation scores for LGBT faculty, little research has been done to explore professional identity and activism in LGBT faculty at traditional 4- year universities. Therefore, the purpose of this study was to explore how the narratives of LGBT faculty at traditional 4-year universities inform the experience of professional identity and activism. Using social identity theory and the concept of activism as conceptual frameworks, 13 faculty from college campuses across the United States were interviewed. The data were analyzed using NVivo software and hand coding.
Ten themes were identified: coming out, identity, gender fluidity, stigmatization, campus climate, blatant prejudice and discrimination, resources, advocacy, responsibility, and positive experiences. Participants described professional identity as being fused with their sexual and social identity and described activism as an obligation. The results of this study will be shared in the scholarly and professional communities to support civil rights, activism, and advocacy for the LBGT community on campuses. Future research is recommended regarding the struggles of coming/being out in the academic workplace, as well as activism for LGBT issues on college campuses.
Thematic Narratives of LGBT Faculty Members’ Professional Identity and Activism by Kathy Luanne Williamson Gall MS, University of Phoenix, 2011 BS, University of Phoenix, 2009 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University November 2018 Acknowledgments I would like to thank Dr. Susan Marcus, Dr. Nina Nabors, and other faculty who have helped me to reach this point in attaining my Ph. I would also like to thank my classmate, colleague, and friend, John Gavlas, whom I could not have finished or kept sane throughout this whole process.
Finally, I would like to thank my family members, especially my wife Deb and my son Cody who have had to put up with my long hours of work and missed nights of family time. Table of Contents List of Tables .v Chapter 1: Introduction to the Study .3 Purpose of the Study .5 Nature of the Study .6 Definition of Terms.6 Scope and Delimitations .11 Chapter 2: Literature Review .13 Databases and Search Terms .14 The Emergence of LGBT Civil Liberties .14 Studies of Homosexuality and Sexual Preference. 15 Gay Civil Rights Prior to 1960. 17 LGBT Life before the “Revolution”.
18 Gay Civil Rights after 1960. 18 The AIDS Epidemic and Changes in the 1980s and 1990s. 21 i Current and Political Events. 22 The Contemporary Experience of Homophobia and Heterosexism .23 Homophobia, Heterosexism, and Attitudes on Campus.
26 Theoretical and Conceptual Frameworks .33 Social Identity Theory.42 Summary and Conclusions .44 Chapter 3: Research Method .45 The Role of the Researcher .47 Other Ethical Considerations. 49 Instrumentation and Materials .52 Invitation and Recruitment. 52 Exit and Debriefing. 53 Data Analysis Plan .54 Issues of Trustworthiness .60 Summary of Individual Narratives.
73 Codes and Categories. 75 Discrepancies Within Themes. 85 Evidence of Trustworthiness. 87 Results 87 iii Experiences of Professional Identity and Activism.
88 The Meaning of Professional Identity. 88 The Meaning of Activism .89 Chapter 5: Discussion, Conclusions, and Recommendations .90 Interpretation of the Findings.91 Interpretation of Themes. 91 Relevance to Theoretical Framework .112 Appendix A: Clarification of Study, Informed Consent, setting Interview Time .129 Appendix B: Invitation to Participate .130 Appendix C: Participant Screening Guide .131 iv List of Tables Table 1. Inductively Developed Thematic Themes and Categories.
74 v 1 Chapter 1: Introduction to the Study Over the past 20 years, lesbian, gay, bisexual, and transgender (LGBT) individuals have made significant progress in attaining the same basic civil rights as heterosexual individuals (Githens, 2012; Harper & Schneider, 2003; Messinger, 2011). As in other civil rights movements in the United States, the college campus has played an important role (Garvey & Drezner, 2013; Githens, 2012; Renn 2010). The LGBT community participates in academic and campus life, and numerous colleges are developing and supporting an inclusive, safe, and respectful culture (Fletcher & Bryden, 2007; Kotler, Bowen, Makens, Xie & Liang, 2006; Sausa, 2002). However, bias and inappropriate behaviors such as student bullying continue to occur on college campuses (Boysen, Vogel, Cope, & Hubbard, 2009; MacDonald & Roberts-Pittman, 2010; Taylor, 2011).
Issues such as discrimination, not being granted tenure, and low evaluation scores, have been reported by faculty (Blumenfield, Weber, & Rankin, 2016; Ripley, Anderson, McCormack, & Rockett, 2012; Taylor, 2011; Weber-Gilmore, Rose, & Rubinstein, 2011). Homophobia and heterosexism, which is defined as discriminatory preference for heterosexual persons, continue to happen (Tomlinson & Fassinger, 2003; Woodford, Kulick, Sinco, & Hong, 2014). LGBT individuals who wish to avoid homophobia and discrimination often conceal their identity and restrict their activities because of psychological distress (Clair, Beatty, & Maclean, 2005; Cook & Glass, 2008; Vaccaro & Mena, 2011). In higher education, instructors and professors have the opportunity to act as role models and leaders.
Studies have documented the influence of faculty as role models and 2 positive campus climates as sources of influence (Blumenfield et al., 2016; Komarraju, Musulkin, & Bhattaacharya, 2010; Umbach &Wawrzynski, 2005). Furthermore, faculty have perceived the college campus as a good place for pursuing personal and professional development in both academic and social domains (Clark & Hollingsworth, 2002). Reports of discrimination, homophobia, and heterosexism may affect faculty’s willingness to become involved in mentoring and taking active roles of leadership (Beasley, Torres-Harding, & Pedersen, 2012; Worthen, 2012). What is missing from the literature is a more insightful understanding of the challenges and opportunities faced by LGBT faculty.
The LGBT community presents as an interesting social group to explore advocacy and activism. Therefore, the purpose of this thematic narrative analysis was to better understand the professional identity of LGBT faculty related to activism and the challenges they face on campus. In this chapter, I describe the problem and the purpose of the study, briefly summarize the literature, describe the gap in the research, explain the framework used, and define terms. This chapter is the beginning for an in-depth look at the past research, describe why this research was needed, present research questions, describe the theory and conceptual framework used, provide a concise rationale, clarify assumptions, address limitations, and explain the significance of the study.
Background While public discussion of LGBT rights and advocacy in the media is rich and revealing, there are few scholarly studies examining professional development and advocacy. In a case-study analysis of LGBT alumni related to university philanthropy, 3 Garvey and Drezner (2013) revealed difficulties in recruiting LGBT leadership and people in the LGBT community to be active on the college campus and suggested further research regarding leadership on campuses. Similarly, a study on college students’ attitudes towards LGBT individuals revealed challenges faced by LGBT faculty, yet the researchers did not investigate how the faculty dealt with these challenges (Worthen, 2012). In a study examining LGBTQ (Q meaning queer) activists seeking domestic partner benefits within a university, Githens (2002) found that activists censor their approaches because of perceived negative homophobic attitudes.
Therefore, a study that highlights the challenges and experiences of higher education LGBT faculty with professional identity and activism was needed to address the gap in the literature. Problem Statement Although LGBT acceptance across the United States has increased, existing homophobia, heterosexism, and biases may still inhibit LGBT faculty willingness to become involved in activism and act as leaders and role models for others (Bilimoria & Stewart, 2009; LaSala, Jenkins, Wheeler, & Fredriksen-Goldsen, 2008). The opportunity to explore these phenomena is well-suited for the context of a college campus. University and college life allow both students and faculty the opportunity to explore, participate and express themselves on social and political issues.
LGBT individuals allow a compelling social community to explore sexual identity and how it relates to social and even professional identity expressed through activism, as many college campuses are explicitly or implicitly homophobic or avoidant of the presence of the gay voice on campus (Blumenfield et al., 2016; Evans & Broido, 2002; Rhoads, 1995). 4 Researchers have examined the experience of LGBT students in a few qualitative studies (McEntarfer, 2011; Vaccaro & Mena, 2011). Little is known about how LGBT faculty experience their sexual identity related to their social and professional identity (which will be explained and defined later) and how this is expressed through activism on campus. Linley et al.
(2016) state that LGBT students find difficulty reaching their full potential because of identity challenges; therefore, this might be generalized onto LGBT faculty as well. Vaccaro and Mena (2011) specifically stated that LGBT needs need to be understood and ability to resolve challenges in relation to identity discrimination are needed. McEntarfer (2011) stated that active LGBT role models can demonstrate a group’s dedication to the university and allows all involved a richer connection with identity. Finally, Messinger (2011) called attention to the need for a better understanding of LGBT faculty activism to promote working closely together and strengthen identity bonds.
Understanding the experiences of individuals who identify as part of this marginalized population might contribute to understanding how homophobia and heterosexism are managed. Purpose of the Study The purpose of this thematic narrative research was to explore professional identity and activism in LGBT faculty on traditional 4-year university campuses. I chose the narrative approach to examine the experiences of LGBT faculty and explore common stories about being out on a college campus as a professor. 5 Research Questions The research question for this study was as follows: How do the narratives of LGBT faculty on traditional 4-year university campuses inform the experience of professional identity and activism? The following subquestions were also asked: • What does professional identity mean for LGBT faculty? • What does activism mean for LGBT faculty? I used social identity theory (SIT; Tajfel, 1979) to guide the examination of LGBT professional identity in the campus setting.
Tajfel (1979) stated that individuals identify with a social group and that this group has emotional meaning for them and gives them a sense of belonging. This theory guided the identification of key concepts to explore, the development of the interview questions, and the analysis process. This theory will be explained in more detail in Chapter 2.