Papers by Peter E Robertson
Philanthropy & Education, 2024
Higher education has witnessed increased support toward LGBTQ+ communities on college campuses, y... more Higher education has witnessed increased support toward LGBTQ+ communities on college campuses, yet these institutional services remain underfunded and necessitate philanthropic giving support. Scholarly inquiries into LGBTQ+ alumnx giving have been apparent, but little research has explored how and why allies of LGBTQ+ communities support university LGBTQ+ advancement efforts. Our inquiry explored how 16 heterosexual and cisgender donors described their LGBTQ+ allyship as integral to their personal and professional identities and revealed their motivations for supporting LGBTQ+ campus programs and student initiatives. Our findings advance a conceptual framework for understanding Allyship Based Motivation for giving and provide important implications for college and university advancement practitioners and institutional leaders.
Higher Education Philanthropy: Exploring LGBTQ+ Allyship Affiliations and Motivations for Giving, 2022
This qualitative case study explored the LGBTQ+ allyship affiliations of 16 participants, and the... more This qualitative case study explored the LGBTQ+ allyship affiliations of 16 participants, and their motivations for giving within a higher education and state-funded institution setting. The study utilized a primary theoretical framework, identity-based motivation, and two secondary frameworks, philanthropic mirroring, and identity-based philanthropy. All of the participants self-identified as heterosexual and cisgender, and had previously provided donations to LGBTQ+ specific campus programs and student initiatives. Participants were interviewed in one-on-one interviews that were recorded and transcribed. Three rounds of line-by-line coding were conducted that revealed inductive codes garnered from the participants’ interviews which revealed overall themes. This research study uncovered the reasons why heterosexual and cisgender people align themselves as LGBTQ+ allies on behalf of the LGBTQ+ community. The primary reason was relational due to having a family member or close friend identity as LGBTQ+. The secondary reason was found to be in the aspects of supporting social justice and equality for all. Participants’ responses revealed their LGBTQ+ allyship was an integral part of their personal and professional identities. The study also found that donors’ personal and professional relationships with the professional fundraiser were the primary reason for them making a gift. The secondary reason was the giving category itself, or in this case, an LGBTQ+ specific campus program or student initiative. This study provides emerging scholarship to overall philanthropy, and especially within the higher education philanthropy profession. These findings will be useful for providing a foundation of understanding on which to build existing allyship affiliations. These include donor cultivation and stewardship, combined with appeals, branding, and messaging to LGBTQ+ alumnx and allies. This study’s findings might enhance existing donor motivations in order to increase private support for higher education, especially to LGBTQ+ campus programs and student initiatives. Lacking an existing LGBTQ+ allyship theoretical framework, findings from this study facilitate the formation of a new theoretical framework: allyship-based motivation. This framework’s concept posits that one’s allyship toward causes oriented around diversity, equity, and inclusion, is an integral component of their being and self-identity. Collectively, these findings and new theoretical framework could be utilized to uncover additional opportunities for fundraising within higher education.
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Papers by Peter E Robertson