Bridging the Divide: Exploring Stigma and Enhancing Belonging for Online Faculty in Higher Education
Campus Location
Dallas Campus (Online)
Date of Award
4-2026
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Jackie Halstead
Second Committee Member or Secondary Advisor
Dana McMichael
Third Committee Member or Committee Reader
Stephanie Hamm
Abstract
Online faculty in higher education experience stigma and negative perceptions regarding online education in academia. Despite the rapid growth and success of online education, negative perceptions and stigma have not evolved at the same pace as the success of online institutions. Many online faculty members frequently experience skepticism, criticism, and marginalization from their residential counterparts within their academic communities. As a result of these experiences, online faculty are experiencing a reduced level of belonging, contributing to increased levels of burnout, poor satisfaction, and struggles with professional identity. Despite these experiences, little is known about the problem or how online faculty and residential faculty interact, and more specifically, how to address it from a positive leadership perspective. This study addressed the lack of knowledge and awareness regarding stigma and negative perceptions that online faculty experience from their residential peers and the role it plays in their identity and sense of belonging in higher education. Guided by social identity theory and self-determination theory, the purpose of this qualitative descriptive study was to examine online faculty’s lived experiences and make meaning of the impact on their identity and sense of belonging, while identifying practice-based strategies to mitigate stigma and enhance belonging within institutions. Using the qualitative descriptive framework, this research included semistructured interviews of 11 online full-time faculty members who experienced stigma in online higher education. Participants completed 45- to 60-minute semistructured Zoom interviews. The data were thoroughly reviewed, using Braun and Clarke’s thematic analysis to organize key findings into themes for each participant. The findings underscored that online faculty did experience stigma in higher education, contributing to negative impacts on their professional identity and sense of belonging within their institutions. This study identified the need for a nuanced understanding of the dynamics between online and residential faculty, and the important role leaders play in shaping culture, identity, and belonging within their institutions. The findings call for academic leaders in higher education institutions to recognize and address the pervasive stigma within their institutions and foster supportive environments that prioritize strengthening faculty identity, enhance organizational culture, and foster belonging across online and residential campuses.
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Recommended Citation
Wanamaker, Stephanie L., "Bridging the Divide: Exploring Stigma and Enhancing Belonging for Online Faculty in Higher Education" (2026). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 1013.
https://digitalcommons.acu.edu/etd/1013