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Opening Doors and Minds: Online Faculty Attitudes Toward LGBTQIA2S+ Students
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Author(s): Josef Vice (Purdue University Global, USA), Jason Jackson (Independent Researcher, USA), Kelvin Beckett (Purdue University Global, USA), Dora Finamore (Purdue University Global, USA), Christine O'Neal (Purdue University Global, USA), Melissa Bahle (Purdue University Global, USA)and Stephen Velky (Purdue University Global, USA)
Copyright: 2026
Volume: 10
Issue: 1
Pages: 23
Source title:
International Journal of Bias, Identity and Diversities in Education (IJBIDE)
Editor(s)-in-Chief: Mehdi Khosrow-Pour (Information Resources Management Association, USA)and Adam I. Attwood (Eriksson College of Education, Austin Peay State University, United States)
DOI: 10.4018/IJBIDE.405238
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Abstract
Creating an equity-minded classroom in the online environment that supports the belonging, success, and graduation rates of lesbian, gay, bisexual, transgender, queer, intersex, asexual, two-spirit, and other non-heteronormative identifying college students is challenging. Previous research indicates that these students are at risk both academically and psychologically because of political and social threats to their identities and the trauma they may bring to their college experience. This study found that instructor attitudes towards these online students has a profound impact on whether instructors recognize the relevance of gender identity and sexual orientation to the learning process and whether they take the steps necessary to create an equity-minded classroom that supports particular historically minoritized student populations. The online classroom may contribute to whether instructors respect and support these students' identities, positively impact their sense of belonging, and respond to the microaggressions and homo/queer/transphobia they may encounter at college.
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