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Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course
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 reve...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9508908/ https://www.ncbi.nlm.nih.gov/pubmed/35580002 http://dx.doi.org/10.1187/cbe.21-06-0162 |
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author | Busch, Carly A. Supriya, K. Cooper, Katelyn M. Brownell, Sara E. |
author_facet | Busch, Carly A. Supriya, K. Cooper, Katelyn M. Brownell, Sara E. |
author_sort | Busch, Carly A. |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-9508908 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-95089082022-09-30 Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course Busch, Carly A. Supriya, K. Cooper, Katelyn M. Brownell, Sara E. CBE Life Sci Educ General Essays and Articles 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. American Society for Cell Biology 2022 /pmc/articles/PMC9508908/ /pubmed/35580002 http://dx.doi.org/10.1187/cbe.21-06-0162 Text en © 2022 C. A. Busch et al. CBE—Life Sciences Education © 2022 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. https://creativecommons.org/licenses/by-nc-sa/3.0/This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License. |
spellingShingle | General Essays and Articles Busch, Carly A. Supriya, K. Cooper, Katelyn M. Brownell, Sara E. Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course |
title | Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course |
title_full | Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course |
title_fullStr | Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course |
title_full_unstemmed | Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course |
title_short | Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course |
title_sort | unveiling concealable stigmatized identities in class: the impact of an instructor revealing her lgbtq+ identity to students in a large-enrollment biology course |
topic | General Essays and Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9508908/ https://www.ncbi.nlm.nih.gov/pubmed/35580002 http://dx.doi.org/10.1187/cbe.21-06-0162 |
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