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dc.contributor.author BrckaLorenz, Allison
dc.contributor.author Fassett, Kyle
dc.contributor.author Merckle, Ryan
dc.date.accessioned 2019-09-05T18:50:54Z
dc.date.available 2019-09-05T18:50:54Z
dc.date.issued 2019-04-06
dc.identifier.uri https://hdl.handle.net/2022/23616
dc.description Presented at the American Educational Research Association Annual Meeting en
dc.description.abstract Most research about queerness at colleges and universities has been aimed at examining the student experience. Research on queer faculty often has quantitative limitations, has grown outdated, or is qualitative in nature. From this, we know that the experiences of queer faculty are often difficult. Through a large-scale, multi-institution, multi-year investigation of LGBQ+ faculty, this study aims to give an overview of the academic lives of these understudied academics. We investigate who they are, at what kinds of institutions are they employed, and different ways they contribute to undergraduate education. With this story, we hope to strengthen the voices of qualitative studies and encourage higher education to think more broadly about notions of diversity and identity. en
dc.language.iso en en
dc.rights This work is under a CC-BY license. You are free to copy and redistribute the material in any format, as well as remix, transform, and build upon the material as long as you give appropriate credit to the original creator, provide a link to the license, and indicate any changes made. en
dc.rights.uri https://creativecommons.org/licenses/by/4.0/ en
dc.title Advancing truth: Expanding our knowledge of LGBQ+ faculty en
dc.type Presentation en


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