Queer Eye on Inclusion: Understanding Lesbian and Gay Student and Instructor Experiences of Continuing Education

References

• Auger, J., & Krug, K. (2013). Under the rainbow: A primer on queer issues in Canada. Winnipeg, MB: Fernwood Publishing.
   Google Scholar
• Baskett, H. K. M. (1996). Research in university continuing education is dead: Long live reflective practice. Canadian Journal of University Continuing Education, 22(2), 74–83. doi:10.21225/D5TW28
   Google Scholar
• Beemyn, B. (2005). Serving the needs of transgender college students. In J. Sears (Ed.), Gay, lesbian, and transgender issues in education: Programs, policies and practices (pp. 105–124). New York, NY: Haworth Press.
   Google Scholar
• Cheng, C. (2016). Defining diversity: LGBTQ faculty often find themselves outside the bounds. The Daily Pennsylvanian. Retrieved from http://www.thedp.com/article/2016/04/lgbtq-scholarship-versus-faculty
   Google Scholar
• Cram, B., & Morrison, D. (2005). University continuing education units: Agents for social change? Canadian Journal of University Continuing Education, 31(1), 29–50. doi:10.21225/D5VP48
   Google Scholar
• deLeon, M. J., & Brunner, C. C. (2013). Cycles of fear: A model of lesbian and gay educational leaders' lived experiences. Educational Administration Quarterly, 49(1), 161–203. doi:10.1177/0013161X12459482
   Web of Science ®Google Scholar
• Dilley, P. (2004). LGBTQ research in higher education: A review of journal articles, 2000–2003. Journal of Gay & Lesbian Issues in Education, 2(2), 105–115. doi:10.1300/J367v02n02_12
   Google Scholar
• Donavant, B., Daniel, B. V., & MacKewn, A. S. (2013). (Dis)connected in today’s college classroom? What faculty say and do about mixed-age classes. Journal of Continuing Higher Education, 61(3), 132–142. doi:10.1080/07377363.2013.836811
   Google Scholar
• Farrell, K., Gupta, N., & Queen, M. (2004). Interrupting heteronormativity: Lesbian, gay, bisexual, and transgender pedagogy and responsible teaching at Syracuse University. Books, 14. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.904.3526&rep=rep1&type=pdf
   Google Scholar
• Fenwick, S. (2015). Equity-minded learning environments: PLA as portal to fostering inclusive excellence. The Journal of Continuing Higher Education, 63(1), 51–58. doi:10.1080/07377363.2015.997378
   Web of Science ®Google Scholar
• FitzGerald, M., & Rayter, S. (2012). (Eds.). Queerly Canadian: An introductory reader in sexuality studies. Toronto, ON: Canadian Scholars Press.
   Google Scholar
• Gamson, J. (2000). Sexualities, queer theory and qualitative research. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 347–365). Thousand Oaks, CA: Sage.
   Google Scholar
• Garvey, J. C., & Rankin, S. R. (2015a). The influence of campus experiences on the level of outness among trans-spectrum and queer-spectrum students. Journal of Homosexuality, 62(3), 374–393. doi:10.1080/00918369.2014.977113
   PubMed Web of Science ®Google Scholar
• Garvey, J. C., & Rankin, S. R. (2015b). Making the grade? Classroom climate for LGBTQ students across gender conformity. Journal of Student Affairs Research and Practice, 52(2), 190–203. doi:10.1080/19496591.2015.1019764
   Web of Science ®Google Scholar
• Garvey, J. C., Taylor, J. L., & Rankin, S. R. (2014). An examination of campus climate for LGBTQ community college students. Community College Journal of Research and Practice, 39(6), 527–541. doi:10.1080/10668926.2013.861374
   Web of Science ®Google Scholar
• Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.
   Google Scholar
• Grace, A. P., & Hill, R. J. (2004). Positioning queer in adult education: Intervening in politics and praxis in North America. Studies in the Education of Adults, 36(2), 167–189. doi:10.1080/02660830.2004.11661495
   Google Scholar
• Holley, M. (2012). Gay and lesbian faculty issues. Journal of the Student Personnel Association at Indiana University, 5–13. Retrieved from https://scholarworks.iu.edu/journals/index.php/jiuspa/article/view/1934
   Google Scholar
• Janoff, D. (2005). Pink blood: Homophobic violence in Canada. Toronto, ON: University of Toronto Press.
   Google Scholar
• Jorgensen, M., & Phillips, L. (2002). Discourse analysis as theory and method. London, UK: Sage.
   Google Scholar
• Jubas, K. (2015). Discursive inconvenience: The dis/appearing rhetoric of LGBT rights in post-secondary internationalization texts. Canadian Journal of Educational Administration & Policy, 173, 50–72.
   Google Scholar
• Kelly, J. (2010). Engaging community: Exploring the African-Canadian experience through dialogue and script writing. Canadian Journal of University Continuing Education, 36(2), 1–12. doi:10.21225/D5W88Z
   Google Scholar
• Kinsman, G., & Gentile, P. (2010). The Canadian war on queers: National security as sexual regulation. Vancouver, BC: UBC Press.
   Google Scholar
• Kumashiro, K. (2002). Troubling education: Queer activism and antioppressive pedagogy. New York, NY: Routledge.
   Google Scholar
• Lichtman, M. (2010). Qualitative researcher in education: A user’s guide (rev. ed). Thousand Oaks, CA: Sage.
   Google Scholar
• Liu, H., & Pechenkina, E. (2016). Staying quiet or rocking the boat?: An autoethnography of organisational visual white supremacy. Equality, Diversity and Inclusion: An International Journal, 35(3), 186–204. doi:10.1108/EDI-08-2015-0067
   Web of Science ®Google Scholar
• Lovaas, K., Elia, J., & Yep, G. (2006). Shifting ground(s): Surveying the contested terrain of LGBT studies and queer theory. Journal of Homosexuality, 52(1–2)/(2), 1–18.
   PubMed Web of Science ®Google Scholar
• Mizzi, R. C. (2013). “There aren’t any gays here”: Encountering heteroprofessionalism in an international development workplace. Journal of Homosexuality, 60(11), 1602–1624. doi:10.1080/00918369.2013.824341
   Google Scholar
• Mizzi, R. C. (2014). Troubling preparedness: Investigating the (in)visibility of LGBT concerns within pre-departure orientations. Development in Practice, 24(2), 286–297. doi:10.1080/09614524.2014.885493
   Google Scholar
• Mizzi, R. C. (2016). Heteroprofessionalism. In N. Rodriguez, W. Martino, J. Ingrey, & E. Brockenbrough (Eds.), Critical concepts in queer studies and education: An international guide for the twenty-first century (pp. 137–147). New York, NY: Palgrave Macmillan.
   Google Scholar
• Mizzi, R. C. (2017a). Bridging borders: Towards a pedagogy of preparedness for visiting faculty. Journal of Studies in International Education, 21(3), 246–260. doi:10.1177/1028315316687011
   Google Scholar
• Mizzi, R. C. (2017b). Tough times: Adult educators, microaggressions, and the work context. New Horizons in Adult Education and Human Resource Development, 29(2), 54–59.
   Google Scholar
• Orlov, J., & Allen, K. (2014). Being who I am: Effective teaching, learning, student support, and societal change through LGBQ faculty freedom. Journal of Homosexuality, 61(7), 1025–1052. doi:10.1080/00918369.2014.870850
   PubMed Web of Science ®Google Scholar
• Rankin, S. R. (2003). Campus climate for gay, lesbian, bisexual, and transgender people: A national perspective. National Gay and Lesbian Task Force Policy Institution. Retrieved from http://www.thetaskforce.org/static_html/downloads/reports/reports/CampusClimate.pdf
   Google Scholar
• Renn, K. A. (2010). LGBT and queer research in higher education: The state and status of the field. Educational Researcher, 39(2), 132–141. doi:10.3102/0013189X10362579
   Web of Science ®Google Scholar
• Rupp, L. J., & Taylor, V. (2008). Becoming the professors of “Lesbian Love. Journal of Lesbian Studies, 9(4), 25–39. doi:10.1300/J155v09n04_03
   Google Scholar
• Sadjed, A., Sprung, A., & Kukovetz, B. (2015). The use of migration-related competencies in continuing education: Individual strategies, social and institutional conditions. Studies in Continuing Education, 37(3), 286–301. doi:10.1080/0158037X.2015.1066768
   Web of Science ®Google Scholar
• Sloane-Steele, A. (2003). Management development programs: Impacts of same-gender and mixed models. Canadian Journal of University Continuing Education, 29(1), 45–63.
   Google Scholar
• Stephenson, S. S. (2010). Faces’ and complexity of continuing higher education units: A postmodern approach. The Journal of Continuing Higher Education, 58(2), 62–72. doi:10.1080/07377361003618333
   Google Scholar
• Talja, S. (1999). Analyzing qualitative interview data: The discourse analytic method. Library & Information Science Research, 21(4), 459–477. doi:10.1016/S0740-8188(99)00024-9
   Web of Science ®Google Scholar
• Warner, M. (1999). The trouble with normal: Sex, politics, and the ethics of queer life. Cambridge, MA: Harvard University Press.
   Google Scholar
• Warriner, D. (2008). Discourse analysis in educational research. In K. King & N. Hornberger (Eds.), Encyclopedia of language and education (rev. ed., pp. 203–215). Singapore: Springer.
   Google Scholar
• White, A., Magrath, R., & Thomas, B. (2018). The experiences of lesbian, gay and bisexual students and staff at a Further Education college in South East England. British Educational Research Journal, 44(3), 480–495. doi:10.1002/berj.3443
   Web of Science ®Google Scholar
• Whitehead, S. (2003). Identifying the professional ‘man’ager: Masculinity, professionalism and the search for legitimacy. In J. Barry, M. Dent, & M. O’Neill (Eds.), Gender and the public sector: Professionals and managerial change (pp. 85–103). New York, NY: Routledge.
   Google Scholar
• Wood, L. (2005). Not a hetero: Confessions of a dangerous homo. Cultural Studies, 19(4), 430–438. doi:10.1080/09502380500219449
   Google Scholar