College of Agriculture Instructors' Beliefs and Attitudes Towards Inclusion of LGBTQIA+ Identifying Students and its Influence on the Classroom Environment: A Critical Analysis

Abstract

Collegiate instructors play a vital role in supporting students who identify as LGBTQIA+ by maintaining a safe and supportive classroom environment. However, there has been limited research focusing on faculty support for LGBTQIA+ students within colleges of agriculture. The central research question that guided this study was: What are collegiate instructors’ beliefs and attitudes concerning the inclusion of students who identify as LGBTQIA+ in the classroom? Secondary research questions included: How do personal biases of collegiate instructors affect LGBTQIA+ identifying students’ involvement in the classroom? How do instructors support or inhibit a safe and inclusive learning environment for LGBTQIA+ identifying students? This qualitative case study was conducted using a critical lens embedded in queer theory. Data were collected through interviews with twenty University of Arizona College of Agricultural Life and Environmental Sciences instructors from nine departments. Four themes emerged: 1) There is an attitude dichotomy towards LGBTQIA+ inclusion, 2) Attitudes are reflective of action/inaction, 3) Compartmentalization influences practices, and 4) There is a desire to do more to support students, but assistance is needed. Further research is recommended to examine the experiences of LGBTQIA+ identifying students, explore how attitudes of instructors reflect LGBTQIA+ student experiences, and examine how institutions can better achieve diversity, equity, and inclusion efforts. Recommendations for future practice include utilizing inclusive language, additional university support at the department level, and engaging faculty in training.