@article{e1e11896eb4a44539de147cea614503c,
title = "Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course",
abstract = "Sharing personal information can help instructors build relationships with students, and instructors revealing concealable stigmatized identities (CSIs) may be particularly impactful. One CSI is the LGBTQ+ identity, but there has been no research on the student-perceived impact of an instructor revealing this identity. In this exploratory study conducted at an institution in the U.S. Southwest, an instructor revealed that she identifies as LGBTQ+ to her undergraduate biology course in less than 3 seconds. We surveyed students (n = 475) after 8 weeks to assess whether they remembered this, and if so, how they perceived it affected them. We used regression models to assess whether students with different identities perceived a disproportionate impact of the reveal. Most students perceived the instructor revealing her LGBTQ+ identity positively impacted them; regression results showed LGBTQ+ students and women perceived greater increased sense of belonging and confidence to pursue a science career. Students overwhelmingly agreed that instructors revealing their LGBTQ+ identities to students is appropriate. This study is the first to indicate the perceived impact of an instructor revealing her LGBTQ+ identity to students in the United States and suggests that a brief intervention could positively affect students.",
author = "Busch, {Carly A.} and K. Supriya and Cooper, {Katelyn M.} and Brownell, {Sara E.}",
note = "Funding Information: Araghi, who assisted with determining the interrater reliability of our open-ended coding rubrics, and Rachel Scott for her thoughtful review of an earlier draft of this article. This project was partially supported by the National Science Foundation (NSF; GR39663). C.A.B. was supported by an NSF Graduate Research Fellowship under grant no. 026257-001. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF. Funding Information: We would like to thank the students who agreed to participate in the study and shared their thoughts with us. We thank Tala Araghi, who assisted with determining the interrater reliability of our open-ended coding rubrics, and Rachel Scott for her thoughtful review of an earlier draft of this article. This project was partially supported by the National Science Foundation (NSF; GR39663). C.A.B. was supported by an NSFGraduate Research Fellowship under grant no. 026257-001. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF. Publisher Copyright: {\textcopyright} 2022 C. A. Busch et al. CBE—Life Sciences Education {\textcopyright} 2022 The American Society for Cell Biology.",
year = "2022",
month = jun,
day = "1",
doi = "10.1187/CBE.21-06-0162",
language = "English (US)",
volume = "21",
journal = "CBE life sciences education",
issn = "1931-7913",
publisher = "American Society for Cell Biology",
number = "2",
}