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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
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
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Carly+A%2E+Busch%22">Carly A. Busch</searchLink><br /><searchLink fieldCode="AR" term="%22Parth+B%2E+Bhanderi%22">Parth B. Bhanderi</searchLink><br /><searchLink fieldCode="AR" term="%22Katelyn+M%2E+Cooper%22">Katelyn M. Cooper</searchLink><br /><searchLink fieldCode="AR" term="%22Sara+E%2E+Brownell%22">Sara E. Brownell</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22CBE+-+Life+Sciences+Education%22"><i>CBE - Life Sciences Education</i></searchLink>. 2025 24(4).
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  Data: 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/
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  Data: 19
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  Data: 10.1187/cbe.24-10-0254
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  Data: 1931-7913
– Name: Abstract
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  Data: 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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  Data: 2026
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