To what extent are there differences between queer and queering leadership in higher education? What challenges do LGBTQ+ Footnote 1students and leaders experience at higher education? How can we make higher education institutions more LGBTQ+ affirming and inclusive? These are just a few of the questions Affirming LGBTQ+ Students in Higher Education, edited by David P. Rivera, Roberto L. Abreu, and Kirsten A. Gonzalez, and LGBTQ Leadership in Higher Education edited by Raymond E. Crossman offer insights into. What emerges from reading these two books together, one focusing on students, the other on leaders of higher education, is how gender and sexuality—particularly from an intersectional perspective—are vital to higher education experiences personally, intellectually, and socially.

This review first situates the two books in ongoing scholarly conversations on LGBTQ+ identities in higher education. It then pays attention to two overlapping themes: queering campuses and LGBTQ+ student and staff experiences in higher education. Next, the review evaluates the books by considering their contribution to wider scholarship. To conclude the review, a number of concluding thoughts are offered.

Writing about being LGBTQ+ in higher education

It is well documented that LGBTQ+ students, including students in higher education, are more likely to experience bullying, harassment, depression, anxiety, and identity fragmentation than heterosexual cisgender students. Academically, these experiences and feelings can lead to poorer academic performances and higher drop-out rates for LGBTQ+ students (Shelton, 2022; Shlasko, 2005). Indeed, in the case of the UK, Stonewall (2018) reported that 60% of trans university students and 22% of cis LGB (lesbian, gay, bi) students have been subject to LGBTQphobic comments from other students. In other words, feelings of belonging are important for mental health, whilst silence on LGBTQ+ matters can intensify feelings of isolation and invisibility (Quinlivan & Town, 1999). There has been, nevertheless, a neglect of research into students who belong to multiple marginalised groups who might experience double or triple discrimination based on their identities, such as black and disabled LGBTQ+ students (Worthen, 2018). Furthermore, LGBTQ+ leaders and academics have received little scholarly attention as well. It is, as such, important to understand how students’ and leaders’ LGBTQ+ identities intersect with their higher education experiences. Two new books, Affirming LGBTQ+ Students in Higher Education and LGBTQ Leadership in Higher Education add important insights to these scholarly conversations.

Affirming LGBTQ+ Students in Higher Education is an edited collection, consisting of 12 chapters, that focuses on LGBTQ+ black, indigenous, POC and other marginalised student communities that tend to receive less attention than white LGBTQ+ students. Building on theories of minority stress, intersectionality and critical race theory, as well as personal teaching experiences and anecdotes, the book’s first five chapters situate LGBTQ+ student experiences in a number of institutional frameworks. The remaining seven chapters focus on various LGBTQ+ student populations. The book approaches LGBTQ+ studies in higher education from an action pedagogy standpoint. This is, for example, evident in how each chapter starts with key knowledge areas and ends with discussion questions and further resources. This pedagogical approach also acknowledges that LGBTQ+ experiences in higher education are not uniform; rather, they are informed by institutional contexts and student populations. The overarching theme of LGBTQ+ students’ experiences in higher education is evident in the collection as a whole; however, chapters can also be read separately if readers specifically want to be educated on specific institutions and/or populations.

LGBTQ Leadership in Higher Education is, similarly, an edited volume, consisting of 12 chapters written by 17 contributors who are either current or former LGBTQ+ presidents at higher education institutes in the USA. In contrast to the book above, this book focuses on LGBTQ+ leaders. In doing so, it engages with thoughtful reflections on what it means to be an LGBTQ+ leader in higher education, and, importantly, why LGBTQ+ leadership matters. Three authors contribute to each chapter to create a panel effect and to demonstrate that no two experiences are identical. The book approaches LGBTQ+ experiences in higher education from a personal rather than theoretical perspective. Underpinning this book is a clear argument that LGBTQ+ identities intersect with leadership experiences in a multitude of ways — professionally and personally. This is evident in the many different stories, which allow for a detailed picture of the realities and lived experiences of LGBTQ+ leaders in higher education. An important point about the book is that it approaches LGBTQ+ experiences in higher education by navigating the relationship between queer leaders and queering leadership. The book is not solely an account of LGBTQ+ leaders in higher education; it is about how their sexuality intersects with their leadership. As one contributor states: ‘the core of a LGBTQ leadership style is what every LGBTQ leader does to navigate a patriarchal, gendered, heterosexist culture’ (p. 13).

Queering campuses

The two books have different focus populations: students and leaders. Having said that, a core theme in both books is that of queering campuses. Affirming LGBTQ+ Students in Higher Education is written in an ‘action plan’ framework, which is evident in the book’s layout with the discussion questions and resources that conclude all chapters. The authors clearly demonstrate that there are general concerns applicable to all higher education institutions, such as developing anti-discrimination policies, improving student support resources, making more LGBTQ+ spaces on campus and creating more LGBTQ+ resources such as gender-inclusive toilets and gender-affirming housing options. These ambitions, among others, are applicable across higher education institutions across different cultural and national contexts.

At the same time, Affirming LGBTQ+ Students in Higher Education draws attention to specific campus climates, such as historically black colleges and universities (HBCUs), non-affirming religious universities (NARUs) and community colleges. In doing so, it becomes clear that students at some campuses experience unique challenges because of the campus setting. For instance, the authors advocate for better campus support for black LGBTQ+ students at HBCUs, who may experience marginalisation due to their LGBTQ+ identity (Case & Lewis, 2012). Students attending community colleges are faced with the challenge of the length of their programmes. Most programmes are 2 years, which means inclusion initiatives must have a clear focus in order to impact current student cohorts. In the case of students attending NARUs, many of which prohibit same-sex behaviour/relationships (Wolff et al., 2017), the authors provide concrete suggestions for making the campuses more inclusive, such as training staff on LGBTQ+ identities and working with organisations on protecting LGBTQ+ students while respecting religious diversity and beliefs. Some of these campus climates are specific to the USA, and it is debatable how applicable these recommendations are to other cultural contexts. Having said that, these chapters draw attention to important LGBTQ+ educational contexts that have previously received less scholarly attention.

For university leaders, navigating campus climates and settings is particularly important. As such, Affirming LGBTQ+ Students in Higher Education complements LGBTQ Leadership in Higher Education well, since these authors are equally concerned with inclusion and queering campuses. The contributors argue that LGBTQ+ leaders have a responsibility in shaping campus cultures. One contributor explains how her identity as an African American lesbian influences her attention to acceptance and inclusion on campus — from hiring and admission practices, communication to students and wider society, inclusive language, to images used to represent the institution. Another contributor recalls how, when there was a motion to have more gender-inclusive toilets, faculty accused her of passing the motion because of her queer identity rather than ‘because it was the right thing to do’ (p. 71).

Where the two books differ is the extent of LGBTQphobia on campuses. Many of the chapters in Affirming LGBTQ+ Students in Higher Education discuss minority stress, the absence of LGBTQ+ communities, experiences of verbal and physical harassment, hostility and stigma towards LGBTQ+ students, poor mental health and isolation. The repetition of these experiences serves to underline the seriousness of the problem and that higher education institutions can do more to be more LGBTQ+ affirming and inclusive. However, it also leads to a narrative that the majority of LGBTQ+ people have overwhelmingly negative university experiences. In contrast to this argument, research by Allen et al. (2020) suggest that some students find universities less LGBTQphobic than schools, and some students are more able to express their LGBTQ+ identity away from their homes. Many universities also have LGBTQ+ communities/societies/support groups on campus that benefit a lot of students’ mental health, access to resources and social lives (Kane, 2013). LGBTQphobia is significantly less prominent in LGBTQ Leadership in Higher Education. The leaders reflect on heteronormativity, sometimes from an intersectional perspective, and experiences of being rejected for a job position because of their sexuality. The book does not portray higher education institutions as inherently LGBTQphobic despite the fact it is also an edited volume with numerous contributors who discuss a wide range of experiences and viewpoints. Rather, the book talks about being role models for students by being out as LGBTQ+ leaders and working on LGBTQ+ inclusion initiatives. A reason for this difference could be the different focus groups (leaders and students).

In other words, the theme of queering campuses is prominent in both books. However, readers must be conscious of the books’ focus groups, target audience and aims to understand the scale of LGBTQphobia on campus and the micro and macro processes involved with queering campuses.

Student and staff experiences: safe to be visibly LGBTQ+ ?

A second core theme in both books is the theme of mental health and visibility in the context of sexuality and gender identity. In Affirming LGBTQ+ Students in Higher Education, LGBTQ+ visibility is important for numerous reasons. The contributors discuss how invisibility, such as the lack of an LGBTQ+ community, can lead to mental health problems such as depression and anxiety. Scholars, such as Gonzales et al. (2020), support this by documenting how the lack of LGBTQ+ college communities during the Covid-19 lockdowns elevated mental health problems such as loneliness, anxiety, and depression among LGBTQ+ students. A result of Covid-19 is that multiple student cohorts have been fully or partially taught fully or partially online, which could influence LGBTQ+ students’ university experiences in that they have had less access to potential LGBTQ+ communities on campuses. This is an important thing to consider with the increasing popularity of hybrid or distance learning.

LGBTQ+ visibility is not only important from a gender and sexuality stance, but from an intersectional stance that takes account of various student populations. The writers note that students living with disabilities are more likely to experience stigma and oppression. This is supported by Stonewall (2018), which found that 47% of LGBTQ+ disabled students have experienced discrimination from other students. Similarly, the book notes that one-third of openly out student athletes has experienced discrimination because of their LGBTQ+ identity. As a result, they recommend working with safe space programmes and specialised organisations such as Athlete Ally, You Can Play Project and Out to Play in order to have accurate and appropriate conversations regarding LGBTQ+ matters and develop strategies to confront prejudice towards LGBTQ+ people. In brief, the book argues that in order to provide an environment where students can be openly out as LGBTQ+, there has to be effective and specialised support services and LGBTQ+ communities in place that are accessible to students and staff. There must also be effective anti-discrimination policies that will protect LGBTQ+ students.

LGBTQ Leadership in Higher Education also highlights the significance of visibility and being out as a leader. It is, precisely, from reading the books together, that it is evident that visibility at a leadership level is important to students’ well-being. For example, one leader notes that their LGBTQ + identity is important to their inclusion work on campus. Another one notes that being visibly LGBTQ+ can be a comfort to students, especially those who are closeted or in the process of coming out.

While the leaders in this book encourage LGBTQ+ academics, especially those in leadership positions, to be visible, it is not without challenges. Staff safety is imperative. Indeed, one author argues that LGBTQ+ couples, who live outside the dominant heterosexual group, receive more attention and higher levels of scrutiny, which can affect leaders’ personal relationships. Bennett et al., (2015 additionally underline that the decision to come out as an LGBTQ+ academic is impacted by the extent to which ‘the majority of students come from national, cultural, or religious backgrounds that hide, deny, condemn or criminalise queer identities’ (p. 709). Furthermore, staff in different disciplines might have different experiences. Reggiani et al. 2023), for instance, draw attention to the experiences of LGBTQ+ academics in STEM departments who often experience stereotypes, invisibility and marginalisation. In some cases, there is an expectation that in professional contexts, there is no room for personal lives, social justice and systemic inequalities, which can make it harder to come out as an LGBTQ+ academic. On the other hand, for the authors of LGBTQ Leadership in Higher Education, it is impossible to separate professional lives and personal lives because they influence decision-making, leadership styles and career paths such as where to work. There is, as such, work to be done to ensure that LGBTQ+ academics, across faculty levels and departments, can comfortably be out if they desire.

The book also notes it is important to distinguish between queer leaders and queering leadership. One example of this distinction is mentorship. The authors highlight the significance of mentorship both in terms of their own mentors during their careers and in terms of being a mentor. By arguing that queering mentorship is more than the sexual identities of the people involved, they demonstrate that queering mentorship involves:

  1. 1.

    Making mentorship available to LGBTQ people in higher education;

  2. 2.

    Breaking down the binary of gay-gay or lesbian-lesbian mentorship, but not eliminating it;

  3. 3.

    Providing intentional mentorship to those underrepresented in higher education leadership while offering it to all whom we could effectively mentor; and

  4. 4.

    Addressing the hierarchies inherent in the mentor/mentee relationship while cultivating the mentor/mentee relationship as one of mutual benefit (p. 113)

 

This model of mentorship is timely and can be used across different levels at universities. For instance, it can be used as a student-staff, early career academic-senior academic, head of department-dean model. Mentorship provides important learning tools for those involved, which can contribute to better representation of underrepresented groups. Mentorship for LGBTQ+ people in higher education can allow academics to address specific issues, such as mental health matters and questions of safety, in a trusting and welcoming setting, which makes queer mentorship important.

Contributions to scholarship.

Affirming LGBTQ+ Students in Higher Education makes at least three important contributions to the literature. The first is a timely contribution to conversations around students’ identities and how their identities affect their university experiences. Not only does the book focus on LGBTQ+ students, it especially focuses on LGBTQ+ students who have often received less attention, including black, indigenous and POC students, as well as athletes and students with disabilities. In doing so, it provides important intersectional insights into ongoing conversations on LGBTQ+ inclusion and affirmation in higher education, which is much needed globally.

The second contribution is the attention to campus settings. By highlighting different campus settings, such as HBCUs, rural universities and community colleges, the book distances itself from a desire to implement an inclusion framework applicable to all universities. Instead, the book proposes that it is imperative to consider the specific context of universities to effectively develop inclusion policies and support services in a way that is respectful of the type of institution and the student population. Having said that, the extent to which this point is applicable to higher education institutions outside USA is questionable. That is not necessarily a limitation of the book, since the authors outlined in the introduction that they would focus on one national context, which readers must bear in mind. Needless to say, understanding the significance of, for example, HBCUs and religious institutions can be useful for everyone. Academics elsewhere can learn about the specific contexts, and it can help them evaluate the impact of religion and race in their own institutions, which might be beneficial to their own conversations around inclusion and diversity. Additionally, the book can serve as an invitation to explore institutional contexts in other parts of the world.

The last key contribution is the action-plan structure. The book excels in being built on theoretical paradigms, supported by case studies, and by encouraging the readers to take active steps to make higher education more LGBTQ+ affirming. The list of resources and concrete discussion points and recommendations can greatly benefit higher education staff, which can lead to action plans and workshops in the reader’s own institution. In brief, this book allows its readers an opportunity to understand how various university and campus structures and student population settings influence LGBTQ+ students. In doing so, it allows readers to see the intricate links between LGBTQ+ identities and wider socio-cultural and institutional structures. In addition, it moves beyond the descriptive and analytical levels of research by presenting recommendations for actions to improve the students’ experiences.

LGBTQ Leadership in Higher Education’s greatest value is its documentation of LGBTQ+ leadership voices and experiences. The collection of experiences and viewpoints is important to the recognition of LGBTQ+ leaders and is a vital resource to especially prospective leaders. This is evident in the panellist structure of the chapters, where three authors contribute to each chapter. These authors carefully document an array of experiences across different time periods and personal experiences. This allows for an in-depth documentation of the intricate link between leadership and identities. Similar to the previous book, there are elements that are specific to the USA. For example, in the UK, the partner of leaders is not as involved in university and campus life as what, at times, is outlined in this book. Having said that, these insights are invaluable to documenting the experiences of leaders, and indeed, their families.

Another scholarly contribution is leadership models. The book comes with recommendations when faced with challenges as well as points to consider in various circumstances, such as important things to contemplate before applying for a leadership position, what to expect as a leader and the significance of mentors. In doing so, readers gain important insights into leadership in higher education. Not only are these stories and reflections important to current, prospective and former LGBTQ+ leaders, they can also be useful to chairs, deans and chancellors in the USA and, to a great extent, many national contexts.

In brief, this book successfully provides in-depth insights into LGBTQ+ university and college leaders’ experiences by putting personal experiences into a wider context of socio-cultural and political conversations on LGBTQ+ rights and visibility. Furthermore, it is an important document about and by the pioneering LGBTQ+ leaders of higher education.

Concluding thoughts

The two edited volumes Affirming LGBTQ+ Students in Higher Education and LGBTQ Leadership in Higher Education approach LGBTQ+ lived experiences in higher education from perspectives that have received less scholarly attention. Together, they cover a considerable amount of ground including institutional structures; academic, local and national policies; student populations; heteronormativity; LGBTQphobia in higher education; leadership styles and inclusion initiatives. They do so in a timely manner by considering broader socio-cultural contexts, intersectionality and queering pedagogy and leadership. Despite focusing on different academic populations, they both show sensitivity to the experiences of being LGBTQ+ in higher education, by engaging with various institutional developments while remaining conscious of current challenges.

Both books are written in an accessible language. The authors define specialised terms and abbreviations throughout the volumes, and people with little background to LGBTQ+ studies can, without obstacles, understand the material. This is especially a result of the personal anecdotes as well as the personal teaching and/or leadership experiences. Similarly, people who have little knowledge of higher education in the USA can, to a great extent, understand the institutional structures that are specific to the USA solely from the books.

What these books demonstrate, individually and together, is that higher education must be attentive to LGBTQ+ staff and students institutionally, socially and personally. These books reiterate conversations around mental health, inclusion and safety by focusing LGBTQ+ people intersectionally. In doing so, they provide important insights into contemporary higher education experiences and, in effect, demonstrate the continued importance of being attentive to LGBTQ+ people’s higher education experiences.