Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85282.
Center for Education Innovation and Learning in the Sciences, University of California, Los Angeles, Los Angeles, CA 90095.
CBE Life Sci Educ. 2022 Jun;21(2):ar37. doi: 10.1187/cbe.21-06-0162.
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 ( = 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.
分享个人信息可以帮助教师与学生建立关系，而教师揭示可隐藏的污名化身份（CSIs）可能特别有影响力。一个 CSI 是 LGBTQ+ 身份，但还没有研究表明教师揭示这一身份对学生的影响。在这项在美国西南部的机构进行的探索性研究中，一位教师在不到 3 秒的时间内向她的本科生物学课程透露了她的 LGBTQ+ 身份。我们在 8 周后对学生（=475）进行了调查，以评估他们是否记得这一点，如果记得，他们如何看待这对他们的影响。我们使用回归模型来评估具有不同身份的学生是否认为揭示会产生不成比例的影响。大多数学生认为教师透露她的 LGBTQ+ 身份对他们产生了积极影响；回归结果表明，LGBTQ+ 学生和女性对追求科学职业的归属感和信心增强。学生们一致认为，教师向学生透露他们的 LGBTQ+ 身份是合适的。这项研究首次表明，在美国，教师向学生透露自己的 LGBTQ+ 身份对学生的感知影响，并表明简短的干预可能会对学生产生积极影响。
