Document Type
Article
Publication Date
2024
Journal Title
Journal of Underrepresented & Minority Progress
Volume Number
8
Issue Number
2
DOI
https://doi.org/10.32674/rx21zw98
Creative Commons License
This work is licensed under a CC BY-NC-ND License.
Keywords
LGTB, faculty, tenure
Disciplines
Higher Education
Abstract
In recent years, academia has attempted to be more open and accepting of diverse identities to better serve the campus community. To this end, there has been increased programming to focus on inclusiveness of marginalized identities such as LGBTQQIA+. However, much of this programming has centered on the student experience and neglected tenure-seeking faculty, who are generally used to carrying out such programming rather than benefiting from it. The purpose of this study was to examine the lived experiences of tenure-seeking counselor education faculty during their tenure-seeking process. Using consensual qualitative research (CQR) as an analytical framework, the authors found three core ideas: identity, vetting, and support.
Original Publication Citation
Hall, K., Dickerson, A., Ferguson, A., Conlon-Kvale, I., Dolejs, C., Folsom, L., Kim, D. H., & Burt, J. (2024). Retaining LGBTQQIA+ faculty to tenure and beyond. Journal of Underrepresented & Minority Progress, 8(2), 186-215. https://doi.org/10.32674/rx21zw98
Digital USD Citation
Hall, Kristopher; Dickerson, Asha; Ferguson, Alfonso; Conlon-Kvale, Isaac; Dolejs, Carolyn; Hanji Kim, Danielle; and Burt, Januela, "Retaining LGBTQQIA+ Faculty to Tenure and Beyond" (2024). School of Leadership and Education Sciences: Faculty Scholarship. 88.
https://digital.sandiego.edu/soles-faculty/88