Unique Stressors For LGBTQ Researchers

by Cindy B. Veldhuis

Many of us who do LGBTQ (lesbian, gay, bisexual, transgender and nonbinary, and queer) research are LGBTQ ourselves. What makes this particularly challenging for LGBTQ researchers is that there are unique stressors related to being an LGBTQ researcher. There are also unique stressors related to doing LGBTQ research. In my article Doubly Marginalized: Addressing the Minority Stressors Experienced by LGBTQ+ Researchers Who Do LGBTQ+ Research, I outline how being LGBTQ in higher education is related to higher rates of marginalization of us as people.  LGBTQ people in universities experience bullying, microaggressions, and less support from their institutions. This can make it hard for people to “persist” in academic jobs—if they even get that far because research suggests that LGBTQ students may face challenges and obstacles even during their schooling, which may make them drop out, change majors, or not get more advanced degrees (even if they really want them). LGBTQ people may be hesitant to “come out” (disclose their identities) to colleagues and may try to hide that they have a same-gender partner or other things about their personal lives that they feel might “out” them.  This can make them feel like an outsider.

I also describe how being an LGBTQ researcher can lead to minimization of our research—because of the focus of our research, our work may be seen as less scientifically rigorous or important. Because LGBTQ concerns may not be not seen as having relevance for anyone who is not also LGBTQ, we may also have a harder time publishing in journals that are not specifically focused on LGBTQ people and might have more trouble getting funding for our research.  

And then if you put those two together?  If you are an LGBTQ person doing LGBTQ research, you are perceived as being not-objective and doing what is called “me-search” which is research aimed at basically meeting our own needs or understanding something about ourselves, rather than trying to understand something about the human condition more broadly. LGBTQ people doing LGBTQ research may also be viewed as being biased and thus that our research is less objective than other research.

All of this is made more challenging by the current sociopolical environment. Across the US right now, there are upwards of 400 anti-LGBT bills and policies proposed that would limit the rights of LGBTQ people. There is a lot of research to suggest that these kinds of bills don’t just limit actual rights, they also worsen mental health and wellbeing because of how people (e.g., legislators, neighbors, family members) talk about LGBTQ people in discussing these bills and because the bills themselves make LGBTQ people feel stigmatized and targeted. 

Some of the bills and policies even directly target those of us who do LGBTQ research.  For example, in multiple states diversity and equity efforts in universities are being scrutinized and even shut down. Diversity and Equity efforts may be considered to be inclusive of health disparities research (that is, research focused on understanding why some populations have much worse health than others—and how to reduce those differences in health) or LGBTQ research more broadly. Courses and majors focused on gender and sexuality are also affected. 

This means that in many states, not only is our research and/or teaching threatened, our rights are as well.  There are even higher levels of impacts for people who are transgender and nonbinary, who are BIPOC (Black, Indigenous, and other People of Color), and who are women given laws related to reproductive rights, voting rights, and anti-LGBTQ legislation specifically targeting transgender children and adults.

At a time when LGBTQ rights are at risk and when some state governments are scrutinizing and/or limiting DEI-related activities, LGBTQ faculty, staff, postdoctoral fellows, and students feel unsafe in many parts of our country.  As a colleague reminded us today, even when we are in a state where we are largely protected, many of our students, staff, and faculty come from states where that is not the case—and this can create a lot of stress.  Even more stress than usual.

So what do we do about this?  Mentorship, support, and explicit valuing of diversity in researchers and in research topics can help.  Data can help too.  Much of what we know about the experiences of minoritized researchers is based on the fantastic work done by and among BIPOC academics. When data is collected, race/ethnicity is usually asked and so tracking BIPOC faculty outcomes is often possible. In general, data on sexual identities and on more expansive genders (e.g., transgender, nonbinary) does not occur. This makes it hard to know, for example, how many LGBTQ students drop out and whether that is a higher or lower rate compared to non-LGBTQ students.  It also makes it hard to know whether LGBTQ researchers are more or less likely to get hired as faculty, to get federal funding for their research, or to get tenured and promoted.

For all of us in academia—sometimes the paper and grant rejections can take a toll. So we all have a lot of stress already at baseline.  For some of us, there might be even more than usual. We can band together to help each other weather this.  We can advocate for ourselves and others and work to create a climate in academia that demonstrates that we fully value diversity and that diversity, in turn, adds value. So, if you are in a university setting, maybe take this opportunity to put some extra positive comments on that paper you are grading or editing (or reviewing!).  Maybe invite a colleague to lunch or ask someone how they are and listen to their response. Reach out to someone whose work you admire and tell them. Give a shoutout on social media about a great paper you read recently. Nominate someone for an award. We can change the climate and make academia a healthy and supportive place for all.

Article details

Doubly Marginalized: Addressing the Minority Stressors Experienced by LGBTQ+ Researchers Who Do LGBTQ+ Research
Cindy B. Veldhuis, PhD
First published August 16, 2022
DOI: 10.1177/10901981221116795
Health Education & Behavior

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