Historically marginalized populations have been intentionally solicited through higher education research and programming as a demonstration of institutional commitment to fostering diverse and inclusive spaces. One such underrepresented population is the LGBTQ+. These initiatives to include this community can be captured in what some theorists call queering higher education.

What do we mean by queering higher education?

Simply put, queering higher education refers to initiatives and activities that aim to create a more diversified space for LGBTQ+ identities and populations in higher education environments. However, as , scholar and researcher of queer communities within higher education, articulates, queering higher education is not only about creating safe spaces but, more comprehensively, involves providing the necessary knowledge, skills and tools for higher education consumers to become active agents of change. The operationalization of these knowledge and skills are evidence of truly fostering advocates for social justice and change.

Queer history and experiences in higher education

DEIB initiatives are instrumental to successfully queering higher education. Yet, it has been a difficult feat, and these initiatives continue to be challenged by larger political, social and organizational systemic infrastructures. It is necessary to have a clear understanding of queer history to recognize the current positionality and experiences of queer populations in higher education, and ultimately strategically derive systemic research and programming toward safer spaces.

The 1970s represented the beginning of the most significant leaps within LGBTQ+ history in the United States, including many constitutional changes and amendments that provided protections and liberations for queer populations. Some of these sociopolitical changes included legalization of homosexuals to serve in the military, many celebrities coming out as being homosexual and the ultimate 2015 ruling that legalized same-sex marriages across all 50 states. These progressions significantly and positively impacted queerness psychosocially and within institutional contexts.

Amid the progressions, there remains many contentions for queer individuals in higher education. Research continues to show that LGBTQ+ populations are at higher risks for psychosocial maladjustments and mental health challenges in institutions of higher education. How do we continue to address these issues?

Systemic and programmatic implications for higher education

Social justice and change toward equitizing higher education spaces must begin at the systemic level. Changes that focus on administrative and power distribution hierarchies address issues at their core by deconstructing institutional frameworks that are implicitly rooted in oppression. Institutional mission, vision and goals must be established through values that align with social justice ideals, which must be evidenced practically through administration, faculty, staff and respective functions. These established organizational structures must then inform how programming is strategically designed, with emphasis on representing social justice systems and pedagogies that accurately represent minoritized populations.

This is how we advance and continue the work of queering higher education.

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In one of my previous blogs, I described diversity as the expansiveness of life experiences captured through dimensions such as race, culture, age, gender, sex, socioeconomic status, religion and lifestyle. Inclusion, I defined as how we create spaces to accommodate such diversity. And finally, equity, I emphasized, mediates the relationship between diversity and inclusion to inform how we develop and practice policy.

Within my previous definitional sphere of DEI, two of the more currently common letters included in this abbreviation are not present: B for belonging and J for justice. Some argue that belonging is a given if we account for inclusion. However, the distinction between inclusion and belonging resides within the subjectivity of how someone defines belonging. It emphasizes the dual relationship within institutional top-down power hierarchies that must be put in place if belonging is to truly be fostered. With inclusion, we create environments that are welcoming and accommodating, but belonging refers to the experience of being included. As for justice, the word captures impartiality and fairness. Justice may be thought of as a prerequisite for equity. We must first ensure justice to ensure equitable access.

There is no right or wrong to the differing versions of the inclusivity abbreviations that higher education institutions use. The specific abbreviation an institution uses typically reflects their commitments and institutional philosophical orientations. further discusses that the abbreviation used represents the current knowledge and social culture of an organization. For example, an organization that is robust and advanced in EDI terminology may use the more complex DEIBJ, whereas an organization in the early stages of understanding and practicing terminology may use the more simplified DEI. The way the letters are presented (DEI versus EDI) is often another way to demonstrate institutional priorities.

As knowledge increases, we must also adjust – and it is no different for the equity and inclusion field. As needs evolve, so too do terminologies to represent the work of higher education institutions more clearly. D&I, DEI, DEIB, DEIBJ, EDI, JEDI – these are all very valid abbreviations. Whichever an institution uses is subjectively determined but, more importantly, is an indication of their commitment to the work of diversity, equity and inclusion in higher education.

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As such, what are the steps to secure a career as faculty in higher education? A growing field with more competitive candidates requires a strategic approach to successfully navigate a career in academia.

Academia operates on two pillars, namely teaching and research. These primary duties grow over time into more administrative roles with tenure for faculty seeking higher education leadership roles, such as heads of departments and deans.

Teaching

The first step toward a career in academia is completing a degree in the field you would like to teach and research in. The degree level needed to begin teaching at the tertiary level varies, but most U.S. universities require a terminal degree, most often a Ph.D., in the intended career field. Some begin teaching with a master’s degree at the instructor level rank. However, advancement to the rank of professor – assistant professor, associate professor and full professor – requires a doctoral degree. The field of study for undergraduate studies is typically less relevant, as people frequently dive into sometimes completely different graduate degree tracks. It’s important that the terminal degree be within the area you want to teach in, as the expectation is that you are at the near-expert level in your field to lead in teaching and research.

Research

The other arm of academia resides with research. If you enjoy researching – genuinely are concerned with the expansion of knowledge for the benefit of scientists and the community at large – academia is likely a great fit for you. People often start off with very broad research interests, which they refine as they progress in their academic journeys. Typically, the dissertation is the most significant contribution to current literature that represents one’s research interests. Researchers also frequently identify within a specific research paradigm: quantitative researcher, qualitative researcher or mixed-methods researcher. This identity is important for securing career opportunities that are a good match for the nature of the field and institutional orientations.

Other Requirements

Recent graduates from doctoral programs often go on to secure postdoctoral research positions as a preparatory track to full-time faculty positions. During these tenures, postdocs focus on researching and publishing to enhance their skillsets and expertise for entry-level faculty positions, usually at the assistant professor level. Other typical requirements for academic faculty positions include and diversity statements.

If your goal is to become an academic, these are some important steps and considerations to account for in strategizing your career plans. With the correct and articulate plan, you can make your dreams of a career in academia a reality.

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