Lee Catherine
Cambridge, UK.
High Educ (Dordr). 2023;85(5):1181-1199. doi: 10.1007/s10734-022-00884-y. Epub 2022 Jun 14.
This article explores the issue of workplace visibility and signs and symbols of LGBTQ + identity in a UK university. A poststructuralist Butlerian theoretical framework underpins this article. Sexual and gender identities are understood as multiple and fragmented, and constructed in relation to others and within the systems of power and knowledge that exist in universities and society more widely. An anonymous survey and focus group discussions were conducted with LGBTQ + staff in a higher education institution in England awarded university status in 1992. Results showed that staff felt relatively comfortable coming out to their peer-groups in the workplace but were less confident in coming out to students. Signs and symbols of LGBTQ + identities were fundamentally important to LGBTQ + staff members in helping them feel safe in the workplace and indicating to LGBTQ + students that they were potentially a source of support. The visibility of LGBTQ + senior leaders was important in empowering staff to believe that they too might progress within the university.
本文探讨了英国一所大学中职场可见性以及 LGBTQ+ 身份的标志和符号这一问题。本文以后结构主义的巴特勒理论框架为基础。性取向和性别身份被理解为多元且碎片化的，并且是在与他人的关系中以及更广泛地存在于大学和社会中的权力与知识体系内构建而成的。对一所于1992年被授予大学地位的英国高等教育机构中的 LGBTQ+ 员工进行了一项匿名调查和焦点小组讨论。结果显示，员工在工作场所向同事出柜时感觉相对自在，但向学生出柜时则信心不足。LGBTQ+ 身份的标志和符号对 LGBTQ+ 员工至关重要，有助于他们在工作场所感到安全，并向 LGBTQ+ 学生表明他们可能是一种支持来源。LGBTQ+ 高层领导的可见性对于使员工相信自己也有可能在大学中取得进步很重要。
