Action Research and Social Justice in Higher Education
I focus on the first two stages of the Action Research Cycle proposed by McNiff and Whitehead (2009), which identify and define a ‘problem’, frame a research question and then collect data before deciding how to act in response. This outline and my research design, adapt Brown’s (1994) approach to rationale development, which justifies and defends actions.
Briffett Aktaş summarises social justice in education as ‘ensuring the ability of students to participate meaningfully in their education’ (2024, p. 162). I wanted to find out if and how far LGBTQ+ status affected student experience, especially as gender and ‘sexual orientation’ are ‘protected characteristics’ (gov.uk) and considering recent rulings on the definition of ‘sex’ made by the UK Supreme Court (National Centre for Diversity). UAL has removed policy pertaining to trans and non-binary identities (UAL Trans and Non-Binary Inclusion Policy), in response to apparent breaches of free speech at the University of Sussex (OfS). UAL’s Chief Social Purpose Officer has also departed (UAL canvas).
I was motivated by the lack of substantial address to queer experience in the Inclusive Practices unit. This prompted reflection on the visibility and intelligibility of such identities and the particular challenges of trying to serve and account for queer minorities, when these are diverse, in flux and potentially unseen.
I wondered if PgCert aversion to queer discussions reflected institutional uncertainty and/or responded to assumption that as an arts institution, UAL is queer friendly and queer students face no challenges. The latter has been challenged in relation to trans and nonbinary students (McHenry-Sorber and Zalman, 2025), while the lack of self-like mentors has a negative impact on queer students (Graham, 2019). Queer identity emerges differently to other identities, often involving ‘coming out’ to a supportive other, such as a tutor (McGill and Joslin, 2021). UCAS-Stonewall’s (2021) report also highlights a correlation between queer identity and economic disadvantage.
Observations, Motivations and Decisions: Demographics and Spaces
I research queer histories and my teaching relates to fashion, which has historically been a feminised discourse (Breward, 1999). This is reflected in the student body at LCF. Most research on HE and PGcert discussions, also rely on the assumption that students are young. Reflecting on the significance of intersectional marginalised identities (Crenshw, 1991), I was interested in the intersection of gay male identity with mature student status. I was open to unpredicted findings, particularly as politico-cultural climates and individual queer subjectivities are in constant flux (Butler, 1999).
While existing research has focused on LGBTQ+ students in ‘heterogendered’ institutions ‘which perpetuate unwelcoming environments for LGBTQ communities’ (Pryor, 2018, p. 32) and ‘heteroprofessionalism’ which regulates LGBTQ+ faculty in some institutions (Davies and Neustifter, 2023), I was motivated to examine LGBTQ+ experience in arts/design HE.
UCAS-Stonewall’s (2021) report notes that ‘LGBT+ students are most likely to enter creative courses’ (p. 4) and that UAL was in the top 5 LGBT+ recruiting universities in the UK in 2020 (p. 23). The report also highlights higher reporting of mental health issues for LGBT+ students and a trans student awarding gap, suggesting significant challenges.
I originally wanted to interview gay male, mature students, responding to my observations both as a student and tutor on an MA course at LCF. This was quickly complicated by ethical reflection on my ‘reading’ of the gender and sexual identity of the students and targeting them as potential participants. I realised this was inappropriate and too limiting as a recruitment strategy. I progressed to open the recruitment call to all LGBTQ+ identities and to focusing on staff experience (see Ethical Action Plan and Methodology).
Bibliography
Briffett Aktaş, C. (2024) ‘Enhancing social justice and socially just pedagogy in higher education through participatory research’, Teaching in Higher Education: Critical Perspectives, 29(1) pp. 159-175
Brown, J. E. (1994) How to write a rationale. Adapted from SLATE Starter Sheet, NCTE. Michigan, Saginaw Valley State University. Accessed 17th Dec 2025 at: <https://cdn.ncte.org/nctefiles/involved/action/rationale_howtowrite.pdf>
Breward, C. (1999) The hidden consumer: masculinities, fashion and city life 1860-1914. Manchester: Manchester University Press
Butler, J. (1999) Gender trouble: feminism and the subversion of identity. New York: Routledge
Crenshaw, K. (1991) ‘Mapping the margins: intersectionality, identity politics, and violence against women of colour’, Stanford Law Review, July 43(6) pp. 1241-1299
Davies, A. W. J. and Neustifter, R. (2023) ‘Heteroprofessionalism in the academy: the surveillance and regulation of queer faculty in higher education’, Journal of Homosexuality, 70(6) pp. 1030-1054
Gov.uk: Types of discrimination (‘protected characteristics’): Accessed 17th Dec 2025 at: <https://www.gov.uk/discrimination-your-rights>
Graham, B. E. (2019) ‘queerly unequal: LGBT+ students and mentoring in higher education’, Social Sciences, 8(6) p. 171
McGill, C. M. and Joslin, J. E. (2021) Advising lesbian, gay, bisexual, transgender and queer college students. Sterling: Stylus Publishing
McHenry-Sorber, E. and Zalman, P. (2025) ‘The “traditional queer safe space” or “kinda, not really?”: Experiences of transgender, nonbinary and androgynous college students in the creative arts’, Journal of Diversity in Higher Education, 18(5) pp. 581-593
McNiff, J. and Whitehead, J. (2009) You and your action research project. Oxfordshire: Taylor and Francis.
National Centre for Diversity: Understanding the new UK trans law: what it means for inclusion at work. Accessed 17th Dec 2025 at: <https://nationalcentrefordiversity.com/understanding-the-new-uk-trans-law-what-it-means-for-inclusion-at-work/>
OfS [Office for Students] Regulatory case report for University of Sussex. Accessed 11th January 2026 at <https://www.officeforstudents.org.uk/media/hcllzxwx/university_sussex_free_speech_case_report.pdf>
Pryor, J. T. (2018) ‘Visualizing queer spaces: LGBTQ students and the traditionally heterogendered institution’, Journal of LGBT Youth, 15(1) pp. 32-51
UAL canvas: Departure of Polly McKenzie as Chief Social Purpose Officer. Accessed 11th January 2026 at <https://canvas.arts.ac.uk/News/263768/polly-mackenzie-to-step-down-as-chief-social-purpose-officer>
UAL: Trans and Non-Binary Inclusion Policy: Accessed 11th January 2026 at <https://www.arts.ac.uk/__data/assets/pdf_file/0027/387081/Trans-and-Non-Binary-Inclusion-Guidance-for-Students-17.03.22.pdf>
UCAS-Stonewall (2021) Next Steps: What is the experience of LBGT+ students in education? Accessed 17th Dec at: <https://www.ucas.com/data-and-analysis/undergraduate-statistics-and-reports/ucas-reports/next-steps-ucas-report-lgbt-students>