Heteroprofessionalism in the Academy: The Surveillance and Regulation of Queer Faculty in Higher Education

Abstract

This article engages with Robert Mizzi's theorization of heteroprofessionalism to describe the experiences of two queer professors in the fields of Education and Psychology. We explore how heteronormative and cisnormative expectations of post-secondary professors impact professional practices and increase the regulation and surveillance of queer professors in academia. We methodologically employ Grace and Benson's queer life narratives approach to retell and ground our personal stories of being queer higher education faculty. To do this, we analyze our experiences teaching and working in higher education through a queer poststructural theoretical lens. We then deconstruct how normative ideas regarding professionalism in higher education have regulated our professional practices as professors, particularly pertaining to our respective embodiments, genders, and sexualities. We focus on two nexuses of heteroprofessionalism: paradoxical (in)visibility and queer relationality. These nexuses are used to illuminate heteroprofessionalism as a neoliberal mechanism in higher education that regulates gender and sexual diversity by promoting respectability politics.