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Developing LGBTQ Competence in Faculty: The Case of a Faculty Development Series

Developing LGBTQ Competence in Faculty: The Case of a Faculty Development Series
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Author(s): Annemarie Vaccaro (University of Rhode Island, USA), Howard L. Dooley Jr. (University of Rhode Island, USA) and Jessica A. Adams (University of Rhode Island, USA)
Copyright: 2022
Pages: 19
Source title: Research Anthology on Inclusivity and Equity for the LGBTQ+ Community
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-6684-3674-5.ch016

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Abstract

Contemporary college campuses can be hostile and unwelcoming places for lesbian, gay, bisexual, transgender, and queer (LGBTQ) faculty, staff, and students. This chapter examines through the lens of structuration theory the implementation of an LGBTQ professional development series for faculty as an impetus to change such unwelcoming environments. The LGBTQ professional development series was designed to foster individual and organizational change by first increasing the LGBTQ cultural competency of faculty members, and second by providing these agents encouragement and tools to change unwelcoming structures within themselves, their organization, and their disciplinary influence.

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