Sanchez, D. A., & Chavela Guerra, R., & Farrell, S. (2022, August), Demographic Data Collection of LGBTQ+ Identities: Barriers and Motivations  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41670

\bibitem{asee_peer_41670}
  Sanchez, D. A., \& Chavela Guerra, R., \& Farrell, S. (2022, August), \emph{Demographic Data Collection of LGBTQ+ Identities: Barriers and Motivations}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41670

Daniel A. Sanchez, Rocio Chavela Guerra, and Stephanie Farrell.  "Demographic Data Collection of LGBTQ+ Identities: Barriers and Motivations".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41670 Internet.  22 Dec, 2024

\bibitem{asee_peer_41670}
  Daniel A. Sanchez, Rocio Chavela Guerra, and Stephanie Farrell.
  "Demographic Data Collection of LGBTQ+ Identities: Barriers and Motivations".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41670 Internet.  22 Dec, 2024

@INPROCEEDINGS{asee_peer_41670
author = "Daniel A. Sanchez, Rocio Chavela Guerra, and Stephanie Farrell"
title = "Demographic Data Collection of LGBTQ+ Identities: Barriers and Motivations"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41670}
number = {10.18260/1-2--41670}
}

TY  - CPAPER
AB  - Although recent studies highlight the unique difficulties that lesbian, gay, bisexual, transgender, and queer (LGBTQ+) engineering professionals face in their careers, the availability of data concerning this underserved population remains scant. Postsecondary educational institutions play a critical role in the collection of LGBTQ+ demographic data related to sexual orientation and gender identity (SOGI) among students, faculty, and staff. Such data can be utilized to measure retention and success of LGBTQ+ individuals. However, many institutions choose not to collect these data for various reasons, which can potentially further the marginalization of LGBTQ+ individuals in academic settings. This study explores the motivations behind academic leaders—which includes facilitators of the demographic information collection process and advocates for the collection of SOGI data—along with the barriers that hinder efforts to make the collection of SOGI data a standard practice.

We first administered a nation-wide survey to the American Society for Engineering Education (ASEE) Engineering Deans Council to determine what types of SOGI data, if any, these institutions collect. Among the 46 respondents, we found that three institutions collect some type of SOGI data for students, faculty, or staff. Survey respondents were then invited to participate in semi-structured interviews to discuss their insights into institutional practices with respect to SOGI data collection. In total, six institutions are represented through the perspectives of the 6 interviewees. We analyzed the transcripts from the interviews and identified themes within two categories: barriers and motivations. Although SOGI data collection is in nascent stages, this study provides insight into the critical conversations academic leaders navigate to better serve the LGBTQ+ community, which may aid further efforts to implement SOGI data collection in academia.

AU  - Daniel A. Sanchez
AU  - Rocio Chavela Guerra
AU  - Stephanie Farrell
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Demographic Data Collection of LGBTQ+ Identities: Barriers and Motivations
UR  - https://peer.asee.org/41670
DO  - 10.18260/1-2--41670
ER  -