CFP: LGBT*QI Faculty and Staff Diversity
How do we quantify LGBT*QI faculty and staff diversity at universities and colleges? How do we prioritize LGBT*QI diversity in hiring practices without undermining ethical practices regarding privacy? Likewise, how do we support and build community for LGBT*QI university employees without eschewing such mores? How do we provide students with LGBT*QI role models and mentors when such diversity is argued to be invisible? We quantify race and gender (in faulty, binary terms), and yet LGBT*QI diversity lags behind.
This roundtable aims to discuss LGBT*QI faculty and staff diversity at university and colleges. The roundtable will tackle various aspects that often come to the fore in discussions on diversity, including: quantifying, recruitment, support, and community. Where should we look to find allies in increasing diversity and visibility? What are strategies we can employ at our various institutions? What roles do faculty, staff, and students play? What are best practices/successful existing recruitment and retention models and how can we learn from them? What are successful models for establishing and maintaining resources?
Possible topics include, but are not limited to:
- LGBT*QI recruitment, retention (including health insurance and other benefits matters)
- LGBT*QI inclusive spaces at home unit and on campus as a whole
- LGBT*QI programming for faculty
- Importance of cultivating mentorship skills among LGBT*QI faculty members
- Increasing visibility of LGBT*QI staff and faculty (and supportive allies)
- LGBT*QI pedagogical support and training
- Creating connections and possibilities for dialogue between LGBT*QI students and LGBT*QI faculty and staff
LGBT*QI Graduate Students
How do we quantify LGBT*QI graduate student diversity at universities and colleges? How do we prioritize LGBT*QI diversity in recruitment practices without undermining ethical practices regarding privacy? Likewise, how do you support and build community for LGBT*QI graduate students without eschewing such mores? How do we provide students with LGBT*QI role models and mentors when such diversity is argued to be invisible? We quantify race and gender (in faulty, binary terms), and yet LGBT*QI diversity lags behind. What unique institutional challenges do LGBT*QI graduate students face? How do LGBT*QI graduate students, as developing scholars and instructors, strike a balance on the one hand between their own needs with respect to attaining successful mentoring and guidance from faculty, and, on the other, their potential to serve as mentors for undergraduate students?
This roundtable aims to discuss LGBT*QI graduate student diversity at university and colleges. It will tackle the various sides of diversity: from quantifying, recruitment, support, and community. Where should we look to find allies in increasing diversity and visibility? What are strategies we can employ at our various institutions? What roles do faculty, staff, and students play? What are best practices/successful existing recruitment and retention models and how can we learn from them?
Possible topics include, but are not limited to:
- LGBT*QI inclusive graduate advising, mentoring, and pedagogical training (including job placement mentorship)
- LGBT*QI recruitment, retention (including funding and health insurance matters)
- LGBT*QI inclusive spaces at home unit and campus as a whole
- LGBT*QI programming for graduate students
- Importance of cultivating mentorship skills among LGBT*QI graduate students in their capacity as instructors and potential mentors of undergraduates
Please send 250 word abstracts to ALL session organizers by March 13, 2015. We invite contributions from students and faculty at all stages of their careers.
Session organizers:
Melanie Adley (madley@sas.upenn.edu), University of Pennsylvania
Ervin Malakaj (emalakaj@wustl.edu), Washington University in St. Louis
Corey L. Twitchell (twitchellcl@cofc.edu), College of Charleston.