Scholars are just beginning to understand how organizational processes shape LGBTQ workplace inequality. Using multimethod data from STEM professionals, this article examines how one such factor—the way work tasks are structured within organizations—may impact LGBTQ workers’ experiences of marginalization and devaluation. Through interviews with STEM professionals at two NASA space flight centers with different work structures, we find that LGBTQ professionals at the NASA center where work is organized in dynamic project-based teams experienced less inclusive and respectful interactions with colleagues, in part because they had to rapidly establish credibility and develop new status management strategies each time they were shuffled into new teams. The stability of the traditional unit-based structure at the other NASA center, by contrast, allowed LGBTQ professionals time to navigate status management and build trust. This stability also facilitated LGBTQ community building. Analysis of survey data of over 14,000 US STEM professionals (594 who identify as LGBTQ) corroborates this work structure pattern: LGBTQ professionals across STEM disciplines and employment sectors working in dynamic project-based teams were more likely to report interpersonal marginalization and devaluation than LGBTQ professionals who worked in traditional unit-based structures. These findings highlight work structure as an important mechanism of LGBTQ inequality that demands further investigation.
An Analysis of LGBTQ+ Courses: Recommendations for Developing Content for LGBTQ+ Individuals and Allies in Academia
This work-in-progress paper examines four free online courses addressing LGBTQ+ topics and issues and provides recommendations for creating new content and resources for allies in higher education. This exploratory work is guided by the following questions: What free LGBTQ+ courses are available for learners and educators? What content do these courses cover? What are the overlaps among these courses and what new strategies could be adopted when developing new LGBTQ+ resources for people in academia? The scope of this paper explores the content and instructional strategies of courses offered on Coursera, a massive open online course (MOOC) platform. Our preliminary findings indicate that the courses offer many insights and strategies for becoming an ally, fostering inclusive environments, and showing up for LGBTQ+ students; however, they put a smaller emphasis on LGBTQ+ academics and their experiences. Based on these findings, recommendations for educators and course developers are suggested.
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- Award ID(s):
- 1748499
- NSF-PAR ID:
- 10386951
- Date Published:
- Journal Name:
- ASEE Conference Proceedings
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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