Nine Undergraduate Biology Instructors Revealing Their LGBTQ+ Identities in Class Resulted in Benefits for Their LGBTQ+ Students and Students with Other Marginalized Identities
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| Title: | Nine Undergraduate Biology Instructors Revealing Their LGBTQ+ Identities in Class Resulted in Benefits for Their LGBTQ+ Students and Students with Other Marginalized Identities |
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| Language: | English |
| Authors: | Carly A. Busch, Parth B. Bhanderi, Katelyn M. Cooper, Sara E. Brownell |
| Source: | CBE - Life Sciences Education. 2025 24(4). |
| Availability: | American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 00035931 026257001 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, LGBTQ People, Biology, Science Teachers, Undergraduate Students, Self Disclosure (Individuals), Student Attitudes, Student Experience, Student Diversity |
| DOI: | 10.1187/cbe.24-10-0254 |
| ISSN: | 1931-7913 |
| Abstract: | Few LGBTQ+ biology instructors reveal their identities to undergraduates, often without considering the potential student benefits. Although instructors who have revealed their LGBTQ+ identity perceive positive impacts for students and a pilot study demonstrated this positive impact, we know of no multi-institution studies exploring how instructor LGBTQ+ disclosure affects students. We recruited a nationwide sample of nine LGBTQ+ biology instructors to disclose their identities and assessed the impact of disclosure on students via surveys (n = 2045). Few student participants in our study reported that instructor LGBTQ+ disclosure negatively impacted their course experience, and most students agreed that instructor LGBTQ+ disclosure is appropriate. Counter to our expectations, state LGBTQ+ acceptance did not have a significant effect on participants' responses to the instructor's LGBTQ+ disclosure. Additionally, students in our study with marginalized identities--including LGBTQ+, women or nonbinary, persons excluded due to ethnicity or race, or having anxiety or depression--benefited disproportionately compared with their peers. Although this multi-institution work is promising in that it corroborates previous findings of benefits to students following instructor LGBTQ+ disclosure and provides evidence that contradicts assumed regional differences in US students' responses to instructor LGBTQ+ disclosure, we encourage caution in generalizing the results to the students of all LGBTQ+ instructors. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493461 |
| Database: | ERIC |
| Abstract: | Few LGBTQ+ biology instructors reveal their identities to undergraduates, often without considering the potential student benefits. Although instructors who have revealed their LGBTQ+ identity perceive positive impacts for students and a pilot study demonstrated this positive impact, we know of no multi-institution studies exploring how instructor LGBTQ+ disclosure affects students. We recruited a nationwide sample of nine LGBTQ+ biology instructors to disclose their identities and assessed the impact of disclosure on students via surveys (n = 2045). Few student participants in our study reported that instructor LGBTQ+ disclosure negatively impacted their course experience, and most students agreed that instructor LGBTQ+ disclosure is appropriate. Counter to our expectations, state LGBTQ+ acceptance did not have a significant effect on participants' responses to the instructor's LGBTQ+ disclosure. Additionally, students in our study with marginalized identities--including LGBTQ+, women or nonbinary, persons excluded due to ethnicity or race, or having anxiety or depression--benefited disproportionately compared with their peers. Although this multi-institution work is promising in that it corroborates previous findings of benefits to students following instructor LGBTQ+ disclosure and provides evidence that contradicts assumed regional differences in US students' responses to instructor LGBTQ+ disclosure, we encourage caution in generalizing the results to the students of all LGBTQ+ instructors. |
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| ISSN: | 1931-7913 |
| DOI: | 10.1187/cbe.24-10-0254 |
