REIMAGINING THE NORM: THE FAMILY AND MEDICAL LEAVE-TAKING PRACTICES OF FACULTY IN HIGHER EDUCATION WHO IDENTIFY OUTSIDE OF STRICT HETEROSEXUALITY
Agriss, Sean William
MetadataShow full item record
By employing a theoretical and methodological framework that I call bio/cartographic activism, detailed through biography, cartography, and activism, and influenced by Queer Theory, dasein (Heidegger, 1962), and ubuntu (Tutu, 2000), this study addresses family and medical leave for LGBTQ faculty families in higher education. Integrating elements of discourse analysis (Foucault, 1972) and case study (Creswell, 1998; Merriam, 1998; Patton, 2002; Stake, 1995, 2005), an examination and analysis of the federal realm through the discourse of the federal Family and Medical Leave Act of 1993 (FMLA) details the spaces of oppression in this legislation: exclusionary definition, the guise of the natural and normal, the implementation of violence and punishment, the reproduction of silences, and the pursuit of nationalism and patriotism. An exploration of the state realm focuses on the discourse around family and medical leave in Washington state, specifically for the LGBTQ community: the quest for marriage equity, the financial considerations to allowing same-sex marriage, and why a LGBTQ higher education faculty member might choose Washington state. A specific regional comprehensive institution of higher education in the state of Washington is analyzed through the inclusion of LGBTQ faculty experience in higher education, how the FMLA plays out in higher education, work/family balance, the importance of human resource offices and professionals, the role of informal policy in the workplace, and tenure considerations. This study concludes by detailing recent accomplishments in LGBTQ equity, federal, state, and academic institution recommendations, and implications for future research, for LGBTQ faculty in higher education, and for me.