Developing LGBTQ Competence in Faculty
Keyword(s):
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.
2009 ◽
Vol 79
(1)
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pp. 49-70
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2019 ◽
Vol 61
(3)
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pp. 356-370
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2019 ◽
Vol 20
(5)
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