"Don't Ask, Don't Tell": The Academic Climate for Lesbian, Gay, Bisexual, and Transgender Faculty in Science and Engineering

By Diana Bilimoria, A. Stewart. NWSA Journal, 2009

238 citations recorded by the source corpus.

In the present study, fourteen science and engineering faculty members who identified as lesbian or gay at two research universities described the workplace climate for lesbian, gay, bisexual, and transgender (LGBT) faculty, the role pressures and choices they face, and the effects of the climate on their work performance and careers. While some faculty describe overt hostility toward them, invisibility, interpersonal discomfort, and pressure to "cover" their sexuality are much more pervasive, as is a felt obligation to be supportive to LGBT students and junior colleagues. Based on our analyses of the interview data, we propose a model of the career consequences of the academic work environment for sexual minority faculty in science and engineering. We conclude by recommending specific future research and suggesting institutional actions that can be taken to make campus climates more affirming for LGBT faculty in science and engineering, and other disciplines.

Subfields: Gender Studies, Social Psychology

View Paper: https://www.semanticscholar.org/paper/27d89785659881fffd17f2232b5e9a1ad8c366e9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Gender Studies

1. A. Vaccaro
2. M. Woodford

In Social Psychology

1. A. Vaccaro
2. Susan R Rankin
3. Kristen A. Renn
4. M. Woodford
5. F. Harris

Citations in the corpus

• FACTORS IMPACTING THE ACADEMIC CLIMATE FOR LGBQ STEM FACULTY (2014, background): “It is similarly important for ethnic minorities to interact with non-majority peers, friends, and faculty and professional colleagues (Blackwell et al., 2009), and studies indicate the importance of same-gender role models is even more pronounced for women from ethnic minorities (Trower and Chait,…”
• Campus Microclimates for LGBT Faculty, Staff, and Students: An Exploration of the Intersections of Social Identity and Campus Roles (2012, background): “Research with LGBT science and engineering faculty showed that they experienced overt hostility, feelings of invisibility, and pressures to hide their sexual orientation (Bilimoria & Stewart, 2009).”
• Faculty as Sources of Support for LGBTQ College Students (2016, background): “Some professional and academic climates (e.g., STEM) have a reputation for being unwelcoming (Bilimoria and Stewart 2009; Patridge, Barthelemy and Rankin 2014), but an open and affirming faculty advisor can help LGBTQ students navigate those environments and feel like they belong (Vacarro 2012).”