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Updated: Jul 17, 2025

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学院的酷儿教师:情况有没有变得更好?
1Department of Public Health, San Francisco State University, San Francisco, California, USA.
Journal of homosexuality
|August 29, 2023
概括
这项研究强调了结构性压迫和大学功利制如何为女同性恋,男同性恋,双性恋,跨性别者和酷尔 (LGBTQ) 教师创造障碍. 战略包括社区建设和跨群体联盟,以实现更大的包容性.
科学领域:
- 高等教育的社会学.
- 在LGBTQ研究,研究LGBTQ.
- 组织心理学 组织心理学
背景情况:
- 边缘化的教师,包括LGBTQ个人,女性和有色人种的教师,在高等教育中面临系统性障碍.
- 大学环境往往强调功利主义,个人努力和竞争,掩盖结构性压迫.
- LGBTQ教师的经验是由与可见性和倡导相关的独特挑战所塑造的.
研究的目的:
- 确定共同的主题和阻碍多元教师在高等教育中充分纳入的结构性障碍.
- 分析女同性恋,同性恋,双性恋,跨性别者和酷尔 (LGBTQ) 教职员工面临的具体挑战.
- 提出克服这些障碍并促进更具包容性的学术环境的战略.
主要方法:
- 定性分析整合了作者作为外出女同性恋研究员的个人经历.
- 审查当代研究LGBTQ教师经验.
- 综合关于其他边缘化教师群体 (女性,有色人种教师) 经验的文献.
主要成果:
- 大学中的结构性压迫往往是看不见的,为教师的成功创造了隐秘的障碍.
- 关键主题包括可见性悖论 (走出去,进行LGBTQ研究,活动),课程挑战和内化压迫.
- 在LGBTQ教师和其他边缘化群体的经历之间存在共同点.
结论:
- 克服障碍需要承认和解决结构性压迫,而不仅仅是专注于个人努力.
- 策略包括针对LGBTQ的组织,社区建设,以及跨多种教师团体组建联盟.
- 创造包容性的学术环境需要系统性变革和有意的努力,以支持边缘化的教师.
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