Annotated Bibliography: Queer Leadership in Higher Education

Topic: What is the current state of affairs of queer leadership in higher education and how can entry- to mid-level LGBTQ professionals position themselves for senior leadership roles?

Annotated Bibliography

Bullard, E. A. (2013). Queer leadership: A phenomenological study of the experiences of out gay and lesbian higher education presidents (Order No. 3565484). Available from ProQuest Dissertations & Theses Global. (1413307051). Retrieved from http://ezproxy.library.nyu.edu:2048/login?url=http://search.proquest.com/docview/1413307051?accountid=12768

This qualitative study used interviews with three gay male presidents and three lesbian female presidents to describe the experiences of ‘out’ gay and lesbian higher education presidents. Strengths of the study lie in the usage of Queer Theory; however, a limitation is the low number of subjects used in the study. The data presented three themes: (1) identity, (2) the LGBTQ presidency, and (3) future LGBTQ presidents and leaders. Overall, the participants responded having positive experiences in their role as presidents, and provided advice about overcoming fears related to identity in the workplace and how to be supportive of other LGBTQ administrators. For practitioners in higher education, the data collected from the interviews presents new information to be used by search committees, boards, human resources professionals, and LGBTQ individuals when hiring for or pursuing a presidency. The study provides valuable knowledge about the experiences of queer presidents, but lacks in addressing concrete strategies for LGBTQ professionals who wish to pursue a path to presidency.

Collins, J. C., & Taborda-Whitt, C. (2017). Disrupting human resource development to see, hear, and value queer people of color: A call to action. New Horizons In Adult Education & Human Resource Development, 29(1), 1-4.

This article explores specifically queer people of color (QPOC) and the concept of intersectionality. The author calls for a disruption within human resource development in order to see, hear, and value QPOC. Studies are presented to bring to the forefront the complicated relationship that exists between race, queer identity, and workplace marginalization, while at the same time, pointing to the benefits of intersectional analyses in dismantling the nuances of marginalization in workplaces. The intersectionality mentioned here provides valuable context to the topic around queer leadership in higher education, as it reminds researchers on this topic to be wary of simply looking at the experiences of queer leaders simply from the lens of their identity as queer.

Hill, R. J. (2006). Queer challenges in organizational settings: Complexity, paradox, and contradiction. New Directions for Adult and Continuing Education, 2006(112), 97-102.

The author of this article supports the assertion that adult and continuing education efforts regarding LGBTQ issues are not sufficient. The author presents several key themes on this topic: (1) avoiding oversimplification, (2) silence and invisibility; (3) homophobia and heterosexism, (4) career killing, (5) diversity education, training, and skills development, (6) transgender notions, (7) lesbian matters, (8) the subject of struggle, (9) fundamentalism and moral/izing, (10) engaging adult development. While this article addresses the challenges in organizational settings, it is too broad of a report. The author presents various recommendations related to sexual orientation, gender identity, and gender expression to promote an inclusive and diverse environment for LGBTQ professionals. However, the study as a whole does not contribute much to the specific topic of how queer professionals at the entry- and mid-level stage can begin to climb up the ranks to attain senior leadership roles in higher education.

Leipold, B. (2014). Navigating Straight Waters: The Lived Experience of How Out, White, Gay Males Have Successfully Navigated the College Presidential Search Process. Journal Of Psychological Issues In Organizational Culture, 5(3), 40. doi:10.1002/jpoc.21155

This qualitative study explored the experiences of out, White, gay males who have

successfully navigated the presidential search process in institutions of higher education. The study borrows from various theories including: (1) social dominance theory, (2) queer theory, (3) co-cultural theory. The findings revealed that most gay male presidents have a nontraditional career path; dominant culture beliefs influence the search process despite the resilience of gay men in overcoming dominant heteronormative culture impacts; being out during the search process is a testament to character and integrity of gay men; two communication approaches are strategically used by gay men during the search to gauge acceptance. This article provides insight into what strategies have worked for selected presidents; however, a limitation lies in the specificity of race. When using this article as a source on this topic, researchers must acknowledge that it should not be used to generalize.

Tooms, A. (2008). The right kind of queer: Fit and the politics of school leadership. J. Sch. Leadersh, 17(17), 601.

This study was meant to explore the remembered experiences and perspectives of closeted and semi-closeted queer school administrators who lived and worked in a community that was not supportive or tolerant of sexual diversity. The study revealed that administrators search for clues to gauge the toleration threshold for queers in the institution. It references Kenji Yoshino’s 2006 definition of “the right kind of queer:” an overachiever and a workaholic bestowed with a different, lesser set of civil rights, who fails to disrupt heteronormative trends due to the risk involved with breaking normalcy. It calls for research on the factors that queer administrators perceive to be oppressive towards them. This study provides context around the heteronormative culture and society that contributes to the inability of queer administrators to be out in the workplace nor to advance to positions of power and leadership. It is useful mostly for non-queer policymakers or allies of queer professionals who may be agents of advocacy to disrupt heteronormative barriers.

Analysis

Overall, there do not seem to be many research studies or articles related to the topic of queer professionals in higher education. All, if not most, of the research is qualitative due to the absence of quantitative data around sexual orientation and identity, since this is not information that is readily captured in censuses and only those who are ‘out’ are able to be counted. Bullard’s article tells us that of the more than 4,500 higher education institutions in the United States, only 30 presidents have identified themselves as gay or lesbian. This lack of data presents a significant information and knowledge gap. The sources included here do more to address the need to promote diversity and inclusion in workplaces, rather than to address the advancement strategies for queer professionals.