The Impact of Cisheteronormative Policies and Practices on the Experiences of LGBTQIA+ Faculty in Higher Education: A Critical Qualitative Inquiry

Abstract

Scholarly attention on LGBTQIA+ faculty has primarily centered challenges, such as microaggressions and harassment, that they face at the interpersonal level. However, it is crucial to acknowledge that LGBTQIA+ faculty’s marginalized experiences extend beyond interpersonal interactions. Policies and practices also contribute to their marginalization. The purpose of this critical qualitative inquiry was to seek a deeper understanding of the experiences of LGBTQIA+ faculty. Employing queer theory as the analytical framework, this project foregrounds the role of policies and practices in upholding cisheteronormativity. This study was guided by two research questions: (1) How do LGBTQIA+ faculty make meaning of how policies and practices impact their experience in higher education? (2) How do LGBTQIA+ faculty navigate points of friction at their institution? Data collected through interviews was analyzed with Dedoose. Following data analysis, three themes emerged, revealing that cisheteronormative policies and practices silence the identities of LGBTQIA+ faculty, expose LGBTQIA+ faculty to risks and consequences when they are visible about their sexual orientation and/or gender identity, and differentially treat LGBTQIA+ faculty for not conforming to traditional gender roles. It was also found that LGBTQIA+ faculty navigate points of friction by employing various coping and resistance strategies. The findings not only offer a deeper insight into the experiences of LGBTQIA+ faculty. They also provide valuable recommendations for practice and future research. The study does not merely provide an in-depth exploration of an important phenomenon; it serves as a call to action for higher education institutions to prioritize the safety and well-being of everyone in the LGBTQIA+ community.