LGTQ Faculty and Professionals in Higher Education: Defining Allies, Identifying Support

Abstract

Despite growing scholarship on LGBTQ+ populations in higher education, chilly climates for LGBTQ-identified individuals persist. Our work reflects findings from L, G, T, and Q higher education faculty and student affairs professionals who discussed supports and criteria used to identify allies. Participants addressed the significance and complexity of symbols associated with LGBTQ+ communities and activism as the paramount and constitutive element in their identification of allies. Implications for practice are discussed, notably the need for educational and training programs that engage allies in active learning about LGBTQ+ topics/issues while also encouraging engagement with LGBTQ+ communities to improve climate.

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