Socialization of LGBTQ Graduate Students into Entry-Level Faculty Roles
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Abstract
For aspiring LGBTQ scholars, the educational pipeline from undergraduate collegiate education to tenured faculty life is riddled with barriers to success. Although a great deal of research has already explored factors contributing to success and retention, there remains a gap in the literature that critically examines the phenomenological experiences of LGBTQ individuals over the course of their educational journey. In an attempt to make progress in filling that gap, this article will examine the socialization process of LGBTQ graduate students into entry-level faculty roles.
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