New publication! Nine undergraduate biology instructors revealing their LGBTQ+ identities in class resulted in benefits for their LGBTQ+ students and students with other marginalized identities

Through a nationwide, multi-institutional study, the research term (Dr. Carly Busch, Parth Bhanderi, Dr. Katey Cooper, and Dr. Sara Brownell) explored how undergraduate biology students respond when their instructors disclose LGBTQ+ identities during class.

Nine LGBTQ+ instructors at universities across U.S. states with varying levels of LGBTQ+ acceptance revealed their identities to a total of 2,045 students. Surveys measured students’ thoughts of this disclosure and its impact on their course experiences. Students described that instructor LGBTQ+ disclosure 1) humanized instructors, 2) normalized queer identities in science, and 3) fostered inclusive classrooms. Those few who reacted negatively most often said the disclosure felt “irrelevant” or “distracting.” Read the article here: Nine Undergraduate Biology Instructors Revealing their LGBTQ+ Identities in Class Resulted in Benefits for their LGBTQ+ Students and Students with Other Marginalized Identities