Welcome to the InfoSci Platform
Engaging LGBTQIA+ Identities in Teaching: Considerations for Graduate Instructors and for Those Teaching Graduate Students

Engaging LGBTQIA+ Identities in Teaching: Considerations for Graduate Instructors and for Those Teaching Graduate Students

Kaity Prieto, Antonio Duran
Copyright: © 2024 |Pages: 18
ISBN13: 9781668499146|ISBN10: 1668499142|ISBN13 Softcover: 9798369347379|EISBN13: 9781668499153
DOI: 10.4018/978-1-6684-9914-6.ch008
Cite Chapter Cite Chapter

MLA

Prieto, Kaity, and Antonio Duran. "Engaging LGBTQIA+ Identities in Teaching: Considerations for Graduate Instructors and for Those Teaching Graduate Students." Perspectives on Transforming Higher Education and the LGBTQIA Student Experience, edited by Andrew Herridge and Kaity Prieto, IGI Global, 2024, pp. 146-163. https://doi.org/10.4018/978-1-6684-9914-6.ch008

APA

Prieto, K. & Duran, A. (2024). Engaging LGBTQIA+ Identities in Teaching: Considerations for Graduate Instructors and for Those Teaching Graduate Students. In A. Herridge & K. Prieto (Eds.), Perspectives on Transforming Higher Education and the LGBTQIA Student Experience (pp. 146-163). IGI Global. https://doi.org/10.4018/978-1-6684-9914-6.ch008

Chicago

Prieto, Kaity, and Antonio Duran. "Engaging LGBTQIA+ Identities in Teaching: Considerations for Graduate Instructors and for Those Teaching Graduate Students." In Perspectives on Transforming Higher Education and the LGBTQIA Student Experience, edited by Andrew Herridge and Kaity Prieto, 146-163. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/978-1-6684-9914-6.ch008

Export Reference

Mendeley
Favorite

Abstract

Recognizing that LGBTQIA+ people continue to face unwelcoming environments on college campuses and in classrooms specifically, this chapter considers the role of engaging LGBTQIA+ identities in teaching. In particular, little research exists that examines how LGBTQIA+ identities influence how graduate students interact with others in their classrooms or shape how they approach their teaching. This chapter begins with a brief overview of the literature on LGBTQIA+ identities in the classroom as it relates to students and instructors. Then, the authors provide insight into how structural oppression tied to LGBTQIA+ identities may inform the challenges that graduate students have in their classrooms – both as students and as instructors. Next, they offer strategies and professional development opportunities targeted at faculty hoping to support LGBTQIA+ graduate students, as well as ones that LGBTQIA+ graduate students themselves can consider. They conclude with future directions for research specific to LGBTQIA+ graduate students.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.