Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course-Reference-Cited by-同舟云学术

Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course

Published:2022-06 Issue:2 Volume:21 Page:
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Busch Carly A.¹,Supriya K.¹²,Cooper Katelyn M.¹,Brownell Sara E.¹

Affiliation:

1. Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85282

2. Center for Education Innovation and Learning in the Sciences, University of California, Los Angeles, Los Angeles, CA 90095

Abstract

In this study of more than 400 students, the impact of an LGBTQ+ instructor revealing her identity in an upper-level biology course was assessed. Most students perceived a positive impact on their confidence and sense of belonging from this short intervention, and LGBTQ+ students and women perceived it to be particularly impactful.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference123 articles.

1. Understanding Islamophobia on College Campuses

2. Inventing a Gay Agenda: Students' Perceptions of Lesbian and Gay Professors1

3. To “B” or not to “B”: Assessing the disclosure dilemma of bisexual individuals at work

Cited by 9 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Academic social comparison: a promising new target to reduce fear of negative evaluation in large-enrollment college science courses;International Journal of STEM Education;2024-08-30

2. How Do Students Critically Evaluate Outdated Language That Relates to Gender in Biology?;CBE—Life Sciences Education;2024-06

3. Few LGBTQ+ Science and Engineering Instructors Come Out to Students, Despite Potential Benefits;CBE—Life Sciences Education;2024-06

4. Beyond Gender and Race: The Representation of Concealable Identities Among College Science Instructors at Research Institutions;CBE—Life Sciences Education;2024-06

5. LGBTQ+ faculty, queering health sciences classrooms: student perspectives;Advances in Physiology Education;2024-06-01