LGBTQ+ Faculty Members on Diversity Policies and Practices: Insights and Perspectives
BY Dr. Sage A. Mauldin (he/him)
Championing DEI with a Critical Eye: Addressing Cisheteronormativity in Higher Education
Diversity, equity, and inclusion (DEI) has become central to the missions of higher education institutions, aiming to create environments where everyone can thrive. As an advocate for the idea of DEI, I believe in its potential in cultivating inclusive college campuses. However, I recognize that the way DEI initiatives are implemented can sometimes be problematic, especially when they perpetuate oppressive systems.
My latest research article, LGBTQ+ Faculty Members’ Perceptions of Diversity Policies and Practices in Higher Education, brings to light a critical aspect of DEI efforts that requires closer examination: the (re)production of cisheteronormativity within diversity policies and practices, which marginalizes and excludes LGBTQ+ faculty members, foiling their career growth.
The Importance of a Critical Approach to DEI
My commitment to the idea of DEI is strong, so much so that I believe these efforts must be subject to rigorous analysis and critique. For DEI initiatives to truly fulfill their promises, they must evolve, adapt, and directly address the specific challenges faced by those they aim to support, including those they harm. This includes confronting the ways in which diversity policies and practices can reinforce existing norms, particularly those related to gender conformity and heterosexuality.
Cisheteronormativity—the assumption that gender conformity and heterosexuality are the norms—can subtly shape the design and implementation of diversity policies and practices. Even with the best intentions, these policies and practices can uphold these norms, leading to LGBTQ+ faculty members feeling marginalized and excluded. This issue is not merely theoretical; it has real and damaging impacts on the careers and well-being of LGBTQ+ faculty members.
The Impact on LGBTQ+ Faculty Members
The findings of my article highlight a troubling reality: LGBTQ+ faculty members often experience systemic marginalization and exclusion as a direct result of exclusionary diversity policies and practices. This marginalization is not always overt; it frequently manifests in subtle, nuanced ways that reinforce the status quo.
For instance, diversity policies can deliberately erase LGBTQ+ identities from consideration in the composition of academic committees. Additionally, some DEI leaders may perpetuate biases favoring gender conformity and heterosexuality, effectively sidelining LGBTQ+ identities through diversity practices. These particular policies and practices, far from being inclusive, relegate LGBTQ+ identities to a secondary status.
These experiences of marginalization and exclusion have significant, long-term consequences. When LGBTQ+ faculty members are not fully supported, they may be deterred from seeking leadership roles, or they may feel compelled to pursue opportunities elsewhere—often outside of higher education—in order to advance their careers.
Advancing DEI with Integrity
To create inclusive college campuses, higher-ups must critically assess their diversity policies and practices, recognizing that the marginalization and exclusion of LGBTQ+ faculty members are not accidental but intentional, systemic, and a result of their own actions or inactions. While reforming diversity policies and practices is one approach, I am not entirely convinced that it is the ultimate solution. I find myself questioning whether merely adopting inclusive diversity policies and practices, which would certainly help ease the pain that LGBTQ+ faculty members experience, is sufficient. Or, should we focus on dismantling oppressive systems that make exclusionary policies and practices possible in the first place? Perhaps the answer lies in doing both: reforming diversity policies and practices while simultaneously rooting out oppressive systems.
Regardless of the path forward, the findings of my article suggest that advancing DEI with integrity requires that no identities be valued more than others. Additionally, it is important to recognize that people do not live mono-identity, mono-issue lives. DEI efforts must include and support everyone.
Conclusion
I believe that DEI efforts must be applied with a critical and reflective approach. My research highlights the importance of addressing the biases that can exist within diversity policies and practices. By confronting these challenges head-on, we can strengthen DEI efforts and ensure that they truly serve all members of the academic community. I urge higher education stakeholders to engage in this critical reflection and take action to ensure that DEI efforts are inclusive.
Article details
LGBTQ+ Faculty Members' Perceptions of Diversity Policies and Practices in Higher Education
Dr Sage A. Mauldin
DOI: 10.1177/15234223241268253
First Published: July 26, 2024
Advances in Developing Human Resources
About the Author
