Experiences Of LGBTGEQIAP+ Counselor Educators Within Systems of Power in Higher Education

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Ph.D)

Department

Counseling

Date of Award

Spring 2025

Abstract

Although existing research provides support and insight for understanding how systems of power manifest in higher education and how such systems impact LGBTGEQIAP+ faculty in interdisciplinary fields, currently no research exists examining how LGBTGEQIAP+ counselor educators experience systems of power. The purpose of this qualitative study was to explore the lived experiences of LGBTGEQIAP+ counselor educators in CACREP-accredited programs related to their experiences of systems of power in higher education. Participants engaged in an initial interview via Zoom and were asked to review verbatim transcripts as a preliminary member checking procedure. After data from the initial interview were coded, participants completed a second Zoom interview to review prospective themes and provide feedback for further data analysis. This study utilized hermeneutic phenomenology, grounded in a theoretical framework of queer theory and intersectionality, to analyze participant interview data related to their lived experience as LGBTGEQIAP+ counselor educators. Four essential themes emerged from the data analysis: (a) role of LGBTGEQIAP+ identity and need for queer community, (b) intersecting and overlapping forms of power, (c) hostile versus safe, supportive work environment, and (d) pervasive impact of sociopolitical and cultural context. Significant findings from this research study related to how power manifests in higher education settings, qualities and characteristics of hostile or supportive work environments, and the impacts of those environments on LGBTGEQIAP+ counselor educators are discussed, as well as recommendations for future research.

Advisor

Ajitha Kumaran

Subject Categories

Education

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