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Abstract
In this critical quantitative study, we used regression with moderation analysis to investigate the factors that exacerbated or mitigated plurisexual (bisexual and queer) student affairs educators’ workplace trauma responses during COVID-19. Using the concept of monosexism and critical trauma theory, we assessed distinctions amongst 914 monosexual and plurisexual student affairs educators’ experiences with workplace trauma, finding a significant moderation effect of plurisexuality when it came to institutional leadership support’s prediction of workplace trauma response. Implications for student affairs research and practice are also discussed.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Chelsea Pratt
Dr. Chelsea Pratt (she/her) is a postdoctoral research fellow at the Association of American Medical Colleges. Her research focuses on student affairs staff experiences at the intersection of trauma, supervision, and identity. She is the co-founder of the Higher Education Supervision Project. Prior to her doctoral studies, she served in leadership roles in higher education administration for 8 years.
R. Jason Lynch
Dr. Jason Lynch (he/him) currently serves as an assistant professor of higher education at Appalachian State University, as well as the founding Executive Editor for the Journal of Trauma Studies in Education. His teaching, research, and service activities center on creating more trauma-informed organizations within higher education organizations. Specifically, his interests include trauma-informed approaches to leadership and the ways in which trauma impacts organizations.