Article
Author: Kevin L. Nadal (City University of New York)
While the literature on lesbian, gay, bisexual, transgender, and queer (LGBTQ) people in academia has increased over the past two decades, there is a dearth of research concentrating on LGBTQ graduate students and faculty of color. The present paper provides an overview of LGBTQ people of color’s experiences across different educational systems and academic levels, from K-12 education to faculty positions. Specific to higher education, social determinants to academic success for LGBTQ people of color are identified - ranging from systemic and interpersonal discrimination, mental health issues, and social support. One organization that has attempted to queer the academy is the LGBTQ Scholars of Color National Network, which was created in 2014 to connect and advance the LGBTQ people of color in academia. Data from the network is introduced – highlighting participants’ need for a network for queer and trans people of color (N = 368), as well as value of having such a network (N = 132). Results support the need to disrupt educational systems by “queering” and “browning” a pipeline for LGBTQ people of color in academia. In doing so, I push to dismantle the inequities experienced by LGBTQ faculty of color and to increase awareness of systemic oppression in higher education.
Keywords: students of color, academic achievement, LGBTQ students, LGBTQ faculty, faculty of color
How to Cite: Nadal, K. L. (2019) “Queering and Browning the Pipeline for LGBTQ Faculty of Color in the Academy: The Formation of the LGBTQ Scholars of Color National Network”, Journal of Critical Thought and Praxis. 8(2). doi: https://doi.org/10.31274/jctp.8210
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