LGBTQ+ Faculty Members' Perceptions of Diversity Policies and Practices in Higher Education

Abstract

Problem The career development and professional growth of LGBTQ+ faculty members in higher education is an under researched topic in the field of human resource development (HRD); particularly as it relates to ways that exclusionary diversity policies and practices can hinder well-being and perpetuate marginalization of this group. While current diversity policies and practices in higher education acknowledge and address race and ethnicity, gender identity and sexuality have tended to receive far less attention. This issue is particularly problematic within the HRD career development paradigm. The reinforcement of cisheteronormativity leads to feelings of marginalization and exclusion among LGBTQ+ faculty members, highlighting systemic barriers that hinder their professional growth. Solution The purpose of this study was to explore six LGBTQ+ faculty members’ perceptions of diversity policies and practices at their respective institutions, investigating how the language and implementation of them contribute to a sense of marginalization and exclusion. The role of critical human resource development (CHRD) in challenging the social injustices emanating from exclusionary diversity policies and practices is discussed. Implications for positive career development outcomes from implementing and enforcing inclusive diversity policies and practices are highlighted. Stakeholders The stakeholders are higher education institutions (HEIs), human resource development (HRD) practitioners who may work with them, and diversity, equity, and inclusion (DEI) executives.