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LGBTQ+ Faculty, Queering Health Sciences Classrooms: Student Perspectives

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Title: LGBTQ+ Faculty, Queering Health Sciences Classrooms: Student Perspectives
Language: English
Authors: Jesse D. Moreira-Bouchard (ORCID 0000-0002-5644-2540), Sophie Godley, Michele A. DeBiasse (ORCID 0000-0001-8502-6290)
Source: Advances in Physiology Education. 2024 48(2):270-278.
Availability: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Peer Reviewed: Y
Page Count: 9
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: LGBTQ People, College Faculty, Undergraduate Students, At Risk Students, Social Bias, Student College Relationship, Teacher Attitudes, Health Sciences, Student Attitudes, Student Behavior, Teacher Behavior, Inclusion, College Environment, Student Characteristics
Geographic Terms: Massachusetts (Boston)
DOI: 10.1152/advan.00200.2023
ISSN: 1043-4046
1522-1229
Abstract: Lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+) students in undergraduate science, technology, engineering, and math (STEM) majors are more likely to drop out than their cisgender, heterosexual peers despite having equivalent grades and research exposure. It has been demonstrated that a sense of belonging, a very strong predictor of student retention, is low in LGBTQ+-identified STEM undergraduates. It has further been posited that faculty openness and authenticity can enhance a sense of belonging for LGBTQ+ students through the creation of an inclusive classroom culture. The authors of this article, three LGBTQ+-identified faculty in the health sciences department at Boston University, surveyed students enrolled in their courses to elicit student thoughts, feelings, and behaviors regarding the effect of faculty 1) sharing their identity openly in the classroom, and 2) actively working to create open, inclusive dialogue and space in their classrooms. Of 86 student participants across multiple classes, the large majority of students, both LGBTQ+-identified and non-LGBTQ+-identified, described feeling safe, included, and welcomed in the classroom. They described engaging more in peer-to-peer education and felt that instructor authenticity created a safe and inclusive classroom. A minority of LGBTQ+-identified students and non-LGBTQ+-identified students reported feeling unsure of voicing their opinions, for the former related to insecurity about being LGBTQ+ and the latter feeling a liberal bias existed in the classroom. Altogether, these results suggest a positive effect on student sense of belonging when faculty authenticity and intentionality create inclusive classroom environments in the health sciences.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1429188
Database: ERIC
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  Value: <anid>AN0177928157;apu01jun.24;2024Jun19.05:52;v2.2.500</anid> <title id="AN0177928157-1">LGBTQ+ faculty, queering health sciences classrooms: student perspectives </title> <p>Lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+) students in undergraduate science, technology, engineering, and math (STEM) majors are more likely to drop out than their cisgender, heterosexual peers despite having equivalent grades and research exposure. It has been demonstrated that a sense of belonging, a very strong predictor of student retention, is low in LGBTQ+-identified STEM undergraduates. It has further been posited that faculty openness and authenticity can enhance a sense of belonging for LGBTQ+ students through the creation of an inclusive classroom culture. The authors of this article, three LGBTQ+-identified faculty in the health sciences department at Boston University, surveyed students enrolled in their courses to elicit student thoughts, feelings, and behaviors regarding the effect of faculty 1) sharing their identity openly in the classroom, and 2) actively working to create open, inclusive dialogue and space in their classrooms. Of 86 student participants across multiple classes, the large majority of students, both LGBTQ+-identified and non-LGBTQ+-identified, described feeling safe, included, and welcomed in the classroom. They described engaging more in peer-to-peer education and felt that instructor authenticity created a safe and inclusive classroom. A minority of LGBTQ+-identified students and non-LGBTQ+-identified students reported feeling unsure of voicing their opinions, for the former related to insecurity about being LGBTQ+ and the latter feeling a liberal bias existed in the classroom. Altogether, these results suggest a positive effect on student sense of belonging when faculty authenticity and intentionality create inclusive classroom environments in the health sciences. NEW & NOTEWORTHY: Openness and authenticity of lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+)-identified faculty in the health sciences positively affect students by helping them feel seen, welcomed, and included for both students who identify as LGBTQ+ and those who do not. Moreover, faculty openness fostered student action by encouraging them to have peer-to-peer discussions about inclusive language and engage more openly in classroom discussions. Creating academic job security for LGBTQ+-identified faculty to be open can enhance classroom culture, student engagement, and learning.</p> <p>Keywords: belonging; health sciences; inclusion; LGBTQ+; STEM</p> <hd id="AN0177928157-2">INTRODUCTION</hd> <p>In the wake of national cultural and political changes which have impacted lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+)-identified people, LGBTQ+ faculty, students, and staff have become more visible in higher education ([<reflink idref="bib1" id="ref1">1</reflink>]). Recent research around inclusion in academia has focused on identifying ways that college and university academic environments impact LGBTQ+-identified faculty and students. Rankin and Reason ([<reflink idref="bib2" id="ref2">2</reflink>]) proposed a transformational tapestry model that posits two key environmental influences in higher education on LGBTQ+-identified faculty and students: university policy/services and curriculum/pedagogy. Research designed to improve the experiences of LGBTQ+-identified faculty, staff, and students has targeted both areas.</p> <p>There is evidence that LGBTQ+-identified faculty face challenges in higher education environments despite the creation of institutional inclusion policies ([<reflink idref="bib3" id="ref3">3</reflink>]–[<reflink idref="bib6" id="ref4">6</reflink>]) given the patriarchal and androcentric structures extant in higher education. Within academia, LGBTQ+ faculty are often expected to disguise and/or hide their identities ([<reflink idref="bib7" id="ref5">7</reflink>]) to assimilate into the cultural norms and expectations of the academy ([<reflink idref="bib8" id="ref6">8</reflink>], [<reflink idref="bib9" id="ref7">9</reflink>]). These concerns are often amplified by expectations around tenure and promotion. Additionally, LGBTQ+-identified faculty whose research/scholarship centers gender and sexuality may encounter hostile environments where their scholarship is devalued ([<reflink idref="bib10" id="ref8">10</reflink>]).</p> <p>Negative experiences of LGBTQ+-identified college students in academic environments have also been well documented ([<reflink idref="bib10" id="ref9">10</reflink>]–[<reflink idref="bib13" id="ref10">13</reflink>]). Of interest, different academic disciplines have had a great influence on LGBTQ+-identified student well-being ([<reflink idref="bib5" id="ref11">5</reflink>]). Disciplines that have been found most problematic, that is, causing LGBTQ+ students the most harm, include science, technology, engineering, and math (STEM) ([<reflink idref="bib12" id="ref12">12</reflink>]), while the humanities and social sciences are typically experienced as more inclusive. Negative academic experiences can lead LGBTQ+-identified students to feel "invisible," silenced, and detached from classroom engagement ([<reflink idref="bib14" id="ref13">14</reflink>]). Negative treatment from faculty can influence LGBTQ+-identified students to view the campus as unwelcoming and may increase the likelihood of students withdrawing from the university ([<reflink idref="bib15" id="ref14">15</reflink>]). Importantly, validating practices inside and outside of the classroom including the use of inclusive language and creating community standards positively influences student involvement and student retention ([<reflink idref="bib16" id="ref15">16</reflink>]–[<reflink idref="bib18" id="ref16">18</reflink>]). Additionally, the role of queering curricula and courses has been shown to be an important support for LGBTQ+-identified students ([<reflink idref="bib10" id="ref17">10</reflink>]). Bilimoria and Stewart ([<reflink idref="bib19" id="ref18">19</reflink>]) suggest that the tenets of the scientific method (positivism, objectivity, rationality) may create a general lack of awareness about sexuality and gender identity in STEM fields. Queer approaches to curricula and the classroom may help improve awareness and ultimately improve the lives of LGBTQ+ students in those classes.</p> <p>Some studies have shown that when faculty are "out" (open about their identities to others), in addition to increases in their own feelings of personal fulfillment, which relate directly to faculty retention ([<reflink idref="bib7" id="ref19">7</reflink>]), they can serve as role models for LGBTQ+-identified students ([<reflink idref="bib5" id="ref20">5</reflink>], [<reflink idref="bib20" id="ref21">20</reflink>]–[<reflink idref="bib22" id="ref22">22</reflink>]). Linley et al. ([<reflink idref="bib22" id="ref23">22</reflink>]) identified several formal and informal ways both inside and outside of the classroom that LGBTQ+-identified faculty can support LGBTQ+-identified students. Inside the classroom, confronting homophobia, using inclusive language, challenging heterosexuality and cisgender normativity, and pronouns were found to be helpful. Outside the classroom, advising that includes communication of support for student personal well-being and/or connecting students to LGBTQ+ organizations within the university is recommended. Importantly, in addition to LGBTQ+-identified faculty providing support as role models for students, non-LGBTQ+-identified faculty can support students as allies ([<reflink idref="bib22" id="ref24">22</reflink>]).</p> <p>LGBTQ+-identified students are one group for whom targeted inclusion through positive support and acceptance from peers has been implemented and studied. Research suggests that positive reactions and a supportive environment can pave the way for improved student well-being ([<reflink idref="bib23" id="ref25">23</reflink>]). Similarly, there are associations between being out and academic performance including higher self-esteem, lower depression, and anxiety ([<reflink idref="bib24" id="ref26">24</reflink>]–[<reflink idref="bib26" id="ref27">26</reflink>]), when those who are interested in "coming out" do so. Research also shows that when students are out and feel included, they demonstrate greater well-being and academic performance ([<reflink idref="bib24" id="ref28">24</reflink>]–[<reflink idref="bib26" id="ref29">26</reflink>]).</p> <p>As a result of these challenges facing LGBTQ+ faculty and students, colleges and universities have implemented inclusion policies and have sought to create more inclusive environments across campuses and in classrooms to improve the well-being of faculty, students, and staff who hold marginalized identities. Unfortunately, there are little data to suggest that these changes have resulted in more positive outcomes for this population. LGBTQ+-identified faculty in higher education are challenged by oppression in and outside of the classroom. Additionally, LGBTQ+-identified students are challenged by genderist and heterosexist environments, which erode their well-being in higher education science classrooms. However, there is little research that has explored how students of all gender and sexuality identities experience LGBTQ+-identified faculty queering in their higher education health sciences classrooms. Importantly, it has been shown that authenticity in the classroom enhances students' sense of belonging, which is a major predictor of student retention in STEM majors ([<reflink idref="bib27" id="ref30">27</reflink>]). The authors, who regularly engage in authentic presentation in their classrooms to create community, designed this study to understand student perceptions of queer classrooms and authentic teaching to students. Grounded in Queer Theory and utilizing queer methodology including quantitative and qualitative analysis of survey data, our research is designed to answer the following question: which thoughts, feelings, and behaviors surface for students of all identities in higher education classrooms after the completion of intentionally queered health sciences courses taught by out LGBTQ+-identified faculty? Our study is innovative as it adds unique and valuable insight for LGBTQ+-identified higher education health sciences faculty who strive to create inclusive classrooms as well as insight into how students of all identities experience queered health science classrooms.</p> <hd id="AN0177928157-3">METHODS</hd> <hd1 id="AN0177928157-4">Ethics</hd1> <p>The study was approved by the Boston University, Charles River Campus Investigational Review Board under Protocol No. 6757E.</p> <hd1 id="AN0177928157-5">Theory</hd1> <p>As suggested by Nash ([<reflink idref="bib28" id="ref31">28</reflink>]), queer research can be any form of research "positioned within conceptual frameworks that highlight the instability of taken-for-granted meanings and resulting power relations" (p. 4). Often positioned within social science research, queer conceptualizations challenge the "normal social ordering of identities and subjectivities" that privilege heterosexuality and gender binary positions. Queer research functions to both constitute and destabilize conventional research methodologies. At the same time, many would argue that there is/should be no one (or stable) definition of queer research methodology ([<reflink idref="bib28" id="ref32">28</reflink>]). For the purposes of this study, we incorporated a "queering" of our classrooms in several ways: <emph>1</emph>) instructors all hold LGBTQ+ identities and are "out" and engage with students authentically within those classroom spaces, and <emph>2</emph>) instructors actively and consistently put effort into creating an inclusive environment in the classroom. We believe that this approach is novel and renders our study innovative, as few studies have attempted to "queer" classroom spaces in the verb sense, through intentional actions and tone setting by the instructor.</p> <p>Moreover, there is a significant theory related to a sense of belonging, student engagement, and success in college and postgraduate settings. In Maslow's hierarchy of needs, sense of belonging is ranked third and is purported to be a basic human need ([<reflink idref="bib29" id="ref33">29</reflink>]). Maslow posits that humans need to feel engaged and as a part of a whole to fulfill higher order needs and succeed in their goals. This may very well be true in educational settings and likely underlies the higher dropout rates seen in historically marginalized students from STEM major programs. Building on Maslow's theory, and multiple reports that shared identity between the instructor and student can foster a sense of belonging ([<reflink idref="bib20" id="ref34">20</reflink>], [<reflink idref="bib30" id="ref35">30</reflink>]), we sought to examine the effect that instructor authenticity and openness with LGBTQ+ identities would have on all students in the classroom, specifically, their thoughts, feelings, and behaviors related to the instructor, themselves, and the classroom space as a whole.</p> <p>For the purposes of this work, we operationalized "queering" of our classroom as the intentional positioning of our LGBTQ+ identities as an essential part of our role as instructors (queer visibility), challenging cis-heteronormativity throughout all aspects of our pedagogy and course materials, engaging fully and authentically as members of the classroom community, and purposefully "centering the margins" of science through elevation of social science viewpoints on natural science topics.</p> <hd1 id="AN0177928157-6">Design</hd1> <p>A qualitative study grounded in queer theory was used to gather data related to student thoughts, feelings, and behaviors related to engaging in queered health sciences classrooms. At the close of both the fall and spring semesters, and after all final grades were posted, all students enrolled in courses taught by the investigators during the academic year 2022–2023 were emailed to ask about their participation in the study. Upon providing informed consent, students were then allowed to proceed to the survey, which included questions regarding participant demographics as well as open-ended questions regarding their thoughts, feelings, and behaviors as students in classrooms that are queered and/or taught by LGBTQ+ faculty. Survey demographic questions were analyzed and presented descriptively. All investigators engaged in reflexivity during the data collection (journaling) and coding (group discussion) processes. Open-ended questions were analyzed loosely, guided by our research question: which thoughts, feelings, and behaviors surface for students of all identities in higher education health science classrooms when they complete queered courses taught by LGBTQ+ faculty who engage with their students authentically? All three investigators read and reread participant qualitative responses and discussed the data to define themes derived from answers to the research question. Results are presented as themes and representative quotes.</p> <hd id="AN0177928157-7">RESULTS</hd> <p>Of a population of <emph>n</emph> = 511 total students who completed courses in both Fall 2022 and Spring 2023 taught by the investigators, <emph>n</emph> = 86 completed the survey for a 17% response rate. Participant characteristics are provided in Table 1. Most of our participants grew up in the Northeast and were between 18 and 23 yr old. About two out of three of our respondents self-identified their sex assigned at birth as female and their gender identity as a woman. One participant self-identified as transgender. A significant majority of our student participants self-identified as heterosexual/straight. Most self-identified racialized as "white" or "Asian" and "non-Hispanic." Most of our participants identified as atheists.</p> <hd1 id="AN0177928157-8">Table 1. Participant characteristics</hd1> <p> <ephtml> <table><col align="left" span="1" /><col align="left" span="1" /><col align="char" span="1" /><col align="char" span="1" /><thead><tr><th align="center" rowspan="1" colspan="1" /><th align="center" rowspan="1" colspan="1">Response</th><th align="center" rowspan="1" colspan="1">Number</th><th align="center" rowspan="1" colspan="1">%</th></tr></thead><tbody><tr><td align="center" colspan="4" rowspan="1"><italic>Characteristic: entire sample</italic></td></tr><tr><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1"><italic>n</italic><sub>r</sub></td><td rowspan="1" colspan="1" /></tr><tr><td rowspan="4" colspan="1">Area of the country raised in? (<italic>n</italic><sub>r</sub> = 85)</td><td rowspan="1" colspan="1">Northeast</td><td rowspan="1" colspan="1">41</td><td rowspan="1" colspan="1">48.2</td></tr><tr><td rowspan="1" colspan="1">South</td><td rowspan="1" colspan="1">14</td><td rowspan="1" colspan="1">16.5</td></tr><tr><td rowspan="1" colspan="1">West</td><td rowspan="1" colspan="1">18</td><td rowspan="1" colspan="1">21.2</td></tr><tr><td rowspan="1" colspan="1">Midwest</td><td rowspan="1" colspan="1">12</td><td rowspan="1" colspan="1">14.1</td></tr><tr><td rowspan="6" colspan="1">Age, yr</td><td rowspan="1" colspan="1">18–20</td><td rowspan="1" colspan="1">34</td><td rowspan="1" colspan="1">40.0</td></tr><tr><td rowspan="1" colspan="1">21–23</td><td rowspan="1" colspan="1">45</td><td rowspan="1" colspan="1">52.3</td></tr><tr><td rowspan="1" colspan="1">24–26</td><td rowspan="1" colspan="1">5</td><td rowspan="1" colspan="1">5.8</td></tr><tr><td rowspan="1" colspan="1">27–30</td><td rowspan="1" colspan="1">1</td><td rowspan="1" colspan="1">1.2</td></tr><tr><td rowspan="1" colspan="1">30+</td><td rowspan="1" colspan="1">1</td><td rowspan="1" colspan="1">1.2</td></tr><tr><td rowspan="1" colspan="1">40+</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td rowspan="4" colspan="1">Sex</td><td rowspan="1" colspan="1">Male</td><td rowspan="1" colspan="1">19</td><td rowspan="1" colspan="1">22.1</td></tr><tr><td rowspan="1" colspan="1">Female</td><td rowspan="1" colspan="1">67</td><td rowspan="1" colspan="1">77.9</td></tr><tr><td rowspan="1" colspan="1">Intersex</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td rowspan="1" colspan="1">Prefer not to answer</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td rowspan="6" colspan="1">Gender identity</td><td rowspan="1" colspan="1">Man</td><td rowspan="1" colspan="1">19</td><td rowspan="1" colspan="1">22.1</td></tr><tr><td rowspan="1" colspan="1">Woman</td><td rowspan="1" colspan="1">66</td><td rowspan="1" colspan="1">76.7</td></tr><tr><td rowspan="1" colspan="1">Gender queer</td><td rowspan="1" colspan="1">1</td><td rowspan="1" colspan="1">1.2</td></tr><tr><td rowspan="1" colspan="1">Gender nonconforming</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td rowspan="1" colspan="1">Different identity</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td rowspan="1" colspan="1">Prefer not to answer</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td rowspan="3" colspan="1">Transgender identity</td><td rowspan="1" colspan="1">Yes</td><td rowspan="1" colspan="1">1</td><td rowspan="1" colspan="1">1.2</td></tr><tr><td rowspan="1" colspan="1">No</td><td rowspan="1" colspan="1">85</td><td rowspan="1" colspan="1">98.8</td></tr><tr><td rowspan="1" colspan="1">Prefer not to answer</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td rowspan="9" colspan="1">Sexual identity</td><td rowspan="1" colspan="1">Gay</td><td rowspan="1" colspan="1">2</td><td rowspan="1" colspan="1">2.3</td></tr><tr><td rowspan="1" colspan="1">Lesbian</td><td rowspan="1" colspan="1">2</td><td rowspan="1" colspan="1">2.3</td></tr><tr><td rowspan="1" colspan="1">Heterosexual/straight</td><td rowspan="1" colspan="1">71</td><td rowspan="1" colspan="1">82.6</td></tr><tr><td rowspan="1" colspan="1">Bisexual</td><td rowspan="1" colspan="1">6</td><td rowspan="1" colspan="1">7.0</td></tr><tr><td rowspan="1" colspan="1">Pansexual</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td rowspan="1" colspan="1">Asexual</td><td rowspan="1" colspan="1">2</td><td rowspan="1" colspan="1">2.3</td></tr><tr><td rowspan="1" colspan="1">Queer</td><td rowspan="1" colspan="1">3</td><td rowspan="1" colspan="1">3.5</td></tr><tr><td rowspan="1" colspan="1">Different identity</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td rowspan="1" colspan="1">Prefer not to answer</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td rowspan="5" colspan="1">Race (<italic>n</italic> = 85)</td><td rowspan="1" colspan="1">American Indian/Alaska Native</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td rowspan="1" colspan="1">Asian</td><td rowspan="1" colspan="1">35</td><td rowspan="1" colspan="1">41.2</td></tr><tr><td rowspan="1" colspan="1">Black/African American</td><td rowspan="1" colspan="1">4</td><td rowspan="1" colspan="1">5.0</td></tr><tr><td rowspan="1" colspan="1">Native Hawaiian/Pacific Islander</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td rowspan="1" colspan="1">White</td><td rowspan="1" colspan="1">46</td><td rowspan="1" colspan="1">53.5</td></tr><tr><td rowspan="2" colspan="1">Ethnicity</td><td rowspan="1" colspan="1">Hispanic/Latinx</td><td rowspan="1" colspan="1">6</td><td rowspan="1" colspan="1">7.0</td></tr><tr><td rowspan="1" colspan="1">Not Hispanic/Latinx</td><td rowspan="1" colspan="1">80</td><td rowspan="1" colspan="1">93.0</td></tr><tr><td rowspan="6" colspan="1">Academic year</td><td rowspan="1" colspan="1">Freshman</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td rowspan="1" colspan="1">Sophomore</td><td rowspan="1" colspan="1">24</td><td rowspan="1" colspan="1">28.0</td></tr><tr><td rowspan="1" colspan="1">Junior</td><td rowspan="1" colspan="1">16</td><td rowspan="1" colspan="1">19.0</td></tr><tr><td rowspan="1" colspan="1">Senior</td><td rowspan="1" colspan="1">33</td><td rowspan="1" colspan="1">38.4</td></tr><tr><td rowspan="1" colspan="1">Master's degree student</td><td rowspan="1" colspan="1">13</td><td rowspan="1" colspan="1">15.1</td></tr><tr><td rowspan="1" colspan="1">Doctoral degree student</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td rowspan="9" colspan="1">Current faith tradition (<italic>n</italic><sub>r</sub> = 85)</td><td rowspan="1" colspan="1">Christian/Catholic</td><td rowspan="1" colspan="1">18</td><td rowspan="1" colspan="1">21.2</td></tr><tr><td rowspan="1" colspan="1">Christian/Protestant</td><td rowspan="1" colspan="1">6</td><td rowspan="1" colspan="1">7.1</td></tr><tr><td rowspan="1" colspan="1">Christian/Episcopalian</td><td rowspan="1" colspan="1">1</td><td rowspan="1" colspan="1">1.2</td></tr><tr><td rowspan="1" colspan="1">Christian/other</td><td rowspan="1" colspan="1">6</td><td rowspan="1" colspan="1">7.1</td></tr><tr><td rowspan="1" colspan="1">Jewish</td><td rowspan="1" colspan="1">6</td><td rowspan="1" colspan="1">7.1</td></tr><tr><td rowspan="1" colspan="1">Muslim</td><td rowspan="1" colspan="1">3</td><td rowspan="1" colspan="1">3.5</td></tr><tr><td rowspan="1" colspan="1">Atheist</td><td rowspan="1" colspan="1">40</td><td rowspan="1" colspan="1">47.1</td></tr><tr><td rowspan="1" colspan="1">Pagan</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td rowspan="1" colspan="1">Other</td><td rowspan="1" colspan="1">5</td><td rowspan="1" colspan="1">5.9</td></tr><tr><td rowspan="5" colspan="1">Major area of study (<italic>n</italic><sub>r</sub> = 85)</td><td rowspan="1" colspan="1">Health Sciences</td><td rowspan="1" colspan="1">7</td><td rowspan="1" colspan="1">8.2</td></tr><tr><td rowspan="1" colspan="1">Nutrition Sciences</td><td rowspan="1" colspan="1">19</td><td rowspan="1" colspan="1">22.4</td></tr><tr><td rowspan="1" colspan="1">Human Physiology</td><td rowspan="1" colspan="1">26</td><td rowspan="1" colspan="1">30.6</td></tr><tr><td rowspan="1" colspan="1">Public Health</td><td rowspan="1" colspan="1">1</td><td rowspan="1" colspan="1">1.2</td></tr><tr><td rowspan="1" colspan="1">Other (write in)</td><td rowspan="1" colspan="1">32</td><td rowspan="1" colspan="1">37.6</td></tr><tr><td rowspan="2" colspan="1">Minor area of study (<italic>n</italic><sub>r</sub> = 83)</td><td rowspan="1" colspan="1">None</td><td rowspan="1" colspan="1">44</td><td rowspan="1" colspan="1">53.0</td></tr><tr><td rowspan="1" colspan="1">Free text</td><td rowspan="1" colspan="1">39</td><td rowspan="1" colspan="1">47.0</td></tr><tr><td rowspan="4" colspan="1">Highest level of education completed (<italic>n</italic><sub>r</sub> = 71)</td><td rowspan="1" colspan="1">Associate's degree</td><td rowspan="1" colspan="1">9</td><td rowspan="1" colspan="1">12.7</td></tr><tr><td rowspan="1" colspan="1">Bachelor's degree</td><td rowspan="1" colspan="1">58</td><td rowspan="1" colspan="1">81.7</td></tr><tr><td rowspan="1" colspan="1">Master's degree</td><td rowspan="1" colspan="1">4</td><td rowspan="1" colspan="1">5.6</td></tr><tr><td rowspan="1" colspan="1">Doctoral degree</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td align="center" colspan="4" rowspan="1"><italic>Characteristic: LGBTQ+ identified only (nq = 13)</italic></td></tr><tr><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1" /><td align="center" rowspan="1" colspan="1"><italic>nq</italic><sub>r</sub></td><td rowspan="1" colspan="1" /></tr><tr><td rowspan="5" colspan="1">Out in terms of gender identity (<italic>nq</italic><sub>r</sub> = 12)</td></tr><tr><td rowspan="1" colspan="1">Completely</td><td rowspan="1" colspan="1">9</td><td rowspan="1" colspan="1">75</td></tr><tr><td rowspan="1" colspan="1">Partially</td><td rowspan="1" colspan="1">3</td><td rowspan="1" colspan="1">25</td></tr><tr><td rowspan="1" colspan="1">Not at all</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td rowspan="1" colspan="1">Prefer not to say</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td rowspan="4" colspan="1">Out on terms of sexuality </td><td rowspan="1" colspan="1">Completely</td><td rowspan="1" colspan="1">3</td><td rowspan="1" colspan="1">23</td></tr><tr><td rowspan="1" colspan="1">Partially</td><td rowspan="1" colspan="1">9</td><td rowspan="1" colspan="1">69</td></tr><tr><td rowspan="1" colspan="1">Not at all</td><td rowspan="1" colspan="1">1</td><td rowspan="1" colspan="1">8</td></tr><tr><td rowspan="1" colspan="1">Prefer not to say</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td rowspan="5" colspan="1">LGBTQ+-identified students' level of comfort being openly LGBTQ+ (aka "out") at our institution in the classroom setting (gender)</td><td rowspan="1" colspan="1">Very uncomfortable</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td rowspan="1" colspan="1">Somewhat uncomfortable</td><td rowspan="1" colspan="1">5</td><td rowspan="1" colspan="1">39.0</td></tr><tr><td rowspan="1" colspan="1">Neutral</td><td rowspan="1" colspan="1">0</td><td rowspan="1" colspan="1">0</td></tr><tr><td rowspan="1" colspan="1">Somewhat comfortable</td><td rowspan="1" colspan="1">6</td><td rowspan="1" colspan="1">46.0</td></tr><tr><td rowspan="1" colspan="1">Very comfortable</td><td rowspan="1" colspan="1">2</td><td rowspan="1" colspan="1">15.0</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>N</emph> = 86. <emph>N</emph>, number of total survey participants; <emph>n</emph><subs>r</subs>, number of survey participants who responded to a given question if different than <emph>n</emph>; <emph>nq</emph>, number of LGBTQ+-identified participants; <emph>nq</emph><subs>r</subs>, number of LGBTQ+-identified participants who responded to a given question if different than <emph>nq</emph>.</p> <p>A diversity of students from different health-related majors in the university participated in the study, and the majority had a Bachelor of Science degree. Most of our participants stated they were "out completely" or "out partially" in terms of their gender and sexuality. Of the participants who self-identified as a gender or sexuality other than cisgender or heterosexual, responses spanned the spectrum of degree of comfort in the classroom setting at our institution from "somewhat uncomfortable" to "very comfortable."</p> <p>A summary of the major themes derived from an iterative review of the open-ended survey 200 questions are presented in Tables 2, and 3.</p> <hd1 id="AN0177928157-9">Table 2. Themes and representative quotes derived from participant responses to guiding questions: participants who identify as members of the LGBTQ+ community</hd1> <p> <ephtml> <table><col align="left" span="1" /><col align="left" span="1" /><col align="left" span="1" /><thead><tr><th align="center" rowspan="1" colspan="1">Category</th><th align="center" rowspan="1" colspan="1">Themes</th><th align="center" rowspan="1" colspan="1">Quotes</th></tr></thead><tbody><tr><td rowspan="1" colspan="1">Students' thoughts, feelings behaviors related to <italic>themselves</italic></td><td rowspan="1" colspan="1">Student as safe, accepted, loved, included, welcomed, appreciated, respected, empowered, validated, understood, seen, comfortable, relaxed</td><td rowspan="1" colspan="1">"The class fostered a safe space for my identity because I felt understood and empathized by [Professor's name] own openness with [their] identity and experience. I'm usually very private with my identity but I felt safe in that classroom."</td></tr><tr><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1">Student as modeling inclusive language</td><td rowspan="1" colspan="1">"In addition to my answers to the previous question, I also made sure to model inclusive language whenever my classmates and I were discussing a topic or case study in class."</td></tr><tr><td rowspan="1" colspan="1">Students' thoughts, feelings behaviors related to <italic>the instructor</italic></td><td rowspan="1" colspan="1">Instructor as authentic, a role model, empathetic/compassionate</td><td rowspan="1" colspan="1">"While it's hard to touch upon every identity marker, I definitely think [Professor's name] made [their] classroom feel like an inclusive space by showing his empathy, checking in with us when the class morale seemed low, speaking to us as equals, and acknowledging the struggles people faced during midterms."</td></tr><tr><td rowspan="1" colspan="1">Students' thoughts, feelings behaviors related to the classroom</td><td rowspan="1" colspan="1">Classroom creates a hesitancy to share</td><td rowspan="1" colspan="1">"I felt welcome and empowered as a LGBTQ+ identifying student in [Professor's name] classroom and around [Professor's name] individually. However, despite their efforts in establishing and maintaining this welcoming and inclusive environment in the classroom, at times I did still feel uncertain about discussing certain topics around other students in the classroom."</td></tr><tr><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1">Classroom as a place with greater student engagement</td><td rowspan="1" colspan="1">"In the welcoming environment of the class, I was able to engage in behaviors such as participating in the class discussion more! I was also able to approach [Professor's name] about any additional thoughts I had on the subject matter after class."</td></tr><tr><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1">Classroom as space where student can be "out"</td><td rowspan="1" colspan="1">"I think the welcoming environment made students more comfortable to authentically engage with each other. it made it less intimidating when talking to classmates as a bi person."</td></tr></tbody></table> </ephtml> </p> <hd1 id="AN0177928157-10">Table 3. Themes and representative quotes derived from participant responses to guiding questions: participants who do not identify as part of the LGBTQ+ community</hd1> <p> <ephtml> <table><col align="left" span="1" /><col align="left" span="1" /><col align="left" span="1" /><thead><tr><th align="center" rowspan="1" colspan="1">Category</th><th align="center" rowspan="1" colspan="1">Themes</th><th align="center" rowspan="1" colspan="1">Quotes</th></tr></thead><tbody><tr><td rowspan="1" colspan="1">Students' thoughts, feelings behaviors related to <italic>themselves</italic></td><td rowspan="1" colspan="1">Student as surprised</td><td rowspan="1" colspan="1">"I was really pleasantly surprised when [Professor's name] started off the class speaking about acceptance of everyone's identity, as it was something that reflected [their] compassion for ensuring a safe learning and his understanding that each student was an individual with unique identities and needs. I thought it was very effective in creating a welcoming learning space and was a marked difference from other STEM classes I've taken."</td></tr><tr><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1">Student altering their participation in the world</td><td rowspan="1" colspan="1">"The only behavior of mine that was changed was that I was able to have more open discussions with my friends who are LGBTQ+ about their identities and how they felt in the classroom. In that instance, I feel that my strongest contributing behavior was providing a listening ear and understanding their experiences."</td></tr><tr><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1">Student conscious of their own identity/positionality</td><td rowspan="1" colspan="1">"As a cisgender, heterosexual student, it is difficult for me to say how well they were able to establish a welcoming environment for LGBTQ+ students."</td></tr><tr><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1">Student with greater understanding of LGBTQ+ challenges</td><td rowspan="1" colspan="1">"It was nice to hear about these issues from educated people who are a part of that community. It helps someone like me (a straight cis woman) understand perspectives from people who I do not share that common identity with. I also love to learn how I can become a better human to help my friends, family, peers, and future patients who do identify as LGBTQ+."</td></tr><tr><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1">Student recognizing it is not their place to speak for members of the LGBTQ+ community</td><td rowspan="1" colspan="1">"Unable to speak for LGBTQ+ people."</td></tr><tr><td rowspan="1" colspan="1">Students' thoughts, feelings behaviors related to <italic>the instructor</italic></td><td rowspan="1" colspan="1">Instructor views students as individuals</td><td rowspan="1" colspan="1">"Although many professors will say that they are here to help, I really felt like [Professor's name] treated the class very humanly, which was very refreshing after three years of STEM classes where I felt like the professor, while available to help, did not particularly consider each student as having things going on outside of the class they were teaching."</td></tr><tr><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1">Instructor as "setting the tone"</td><td rowspan="1" colspan="1">"It was really relieving to hear a professor be more aware about marginalization and actually be concerned about making the classroom an inclusive place. While it was never explicitly brought up in a good or bad way in my other STEM classes, having the acceptance of LGBTQ+ identities explicitly addressed in [Professor's name] class made me feel less stressed about the class as it felt like [Professor's name] saw students as actual people."</td></tr><tr><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1">Instructor as "shaming" naïve students</td><td rowspan="1" colspan="1">"I think that discussions and thoughts on this topic could be brought up in a more compassionate and kind way. At times in classes, it has felt that the topic squashed discussion to promote learning and welcoming this topic. It came off as shaming students who were new to the conversation and trying to learn."</td></tr><tr><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1">Instructors need to include alternate viewpoints</td><td rowspan="1" colspan="1">"I think a more 'inclusive' environment could be maintained by including more examples of leaders from both the Democrat and Republican parties making unwise public health decisions."</td></tr><tr><td rowspan="1" colspan="1">Students' thoughts, feelings behaviors related to <italic>the classroom</italic></td><td rowspan="1" colspan="1">Classroom as inclusive, welcoming, safe</td><td rowspan="1" colspan="1">"I felt very welcomed in both of these classroom environments. Both [Professor's name] and [Professor's name] welcomed discussion and questions in their classrooms when we discussed topics such as intersectional identity, racial bias, and marginalized communities. I felt comfortable enough to discuss these topics and felt like this was a safe space for me to grow as a student and a person."</td></tr><tr><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1">Classroom as a positive learning environment</td><td rowspan="1" colspan="1">"It was nice to hear about these issues from educated people who are a part of that community. It helps someone like me (a straight cis woman) understand perspectives from people who I do not share that common identity with. I also love to learn how I can become a better human to help my friends, family, peers, and future patients who do identify as LGBTQ+."</td></tr><tr><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1">Classroom as a place of liberal bias</td><td rowspan="1" colspan="1">"I think [Professor's name] class was pretty welcoming for all students, but you could definitely tell that there was a liberal bias in the room. Sometimes it felt like there were too many opinions from one side and the discussion had one person who needed to point out the other side of the argument to maintain a bit of a balance."</td></tr><tr><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1">Classroom as a place where students are supported</td><td rowspan="1" colspan="1">"As classmates we all were very supportive and welcoming with each other. I never left the classroom feeling angry."</td></tr><tr><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1">Classroom environment invited greater student engagement</td><td rowspan="1" colspan="1">"I feel pretty much the same way as the previous question. I would say there wasn't much of a distinction between the environment for LGBTQ students and all students. [Professor's name] treated everyone equally and everyone was encouraged to participate and their thoughts were valued."</td></tr></tbody></table> </ephtml> </p> <p>Overall, comments from both groups were positive (82.8%), with some neutral (14.4%) and very few negative responses (3.1%). With respect to some responses we categorized as feelings, participants shared the perception that the classroom was inclusive and welcoming. Some responses encompassed items that are intertwined as feelings and behaviors, such as the perception that the classroom invited greater engagement. In this instance, students may have felt that the classroom simply invited engagement but did not necessarily engage themselves, and in other instances, students did say that they were more likely to have engaged because of this environment, displaying how a feeling or perception can translate into a behavior. Students who did not identify with the LGBTQ+ community expressed some unique notions about the classroom/instructor. Specifically, these participants shared the feelings that their perceptions of the world were changed, their consciousness of their own identities/positionalities was increased, and they developed an increased understanding of LGBTQ+ challenges. For non-LGBTQ+ participants, the classroom was described as a positive learning environment, as well as a place that supports students. This included the thought that the instructors viewed each student as an individual. There were a few negative themes from participants who did not identify as part of the LGBTQ+ community. Specifically, these participants expressed feelings that the classroom was a place of "liberal bias" and that they thought instructors needed to include alternative viewpoints. Some participants in this cohort stated that they felt that the instructor "shamed" those in the class who may not have as much understanding of issues encountered by LGBTQ+-identified individuals. Finally, students in this group recognized and stated that they lack the ability to speak for members of the LGBTQ+ community.</p> <p>Students who identified as members of the LGBTQ+ community also shared some unique viewpoints. These participants felt that they, and others in the classroom, could be "out." They appreciated the instructors' authenticity and stated that they viewed the instructors as role models. This group appreciated the modeling of inclusive language in the classroom. Finally, although this cohort expressed that they felt safe in the classroom, several participants related a hesitancy to share.</p> <hd id="AN0177928157-11">DISCUSSION</hd> <p>Our student participants possessed a diverse array of identities. Participants came from multiple regions of the United States; represented genders including men and women and sexual orientations including heterosexual, gay, lesbian, queer, and bisexual; and were racialized as Black, white, and Asian, among others. These data highlight that, as prior studies have shown, there exists a wide spectrum of identities among undergraduate majors in the health sciences. As our study data demonstrate, intentionality in queering classroom spaces resulted in increased in-class and out-of-class engagement, fostered feelings of being welcomed and included, and created an open classroom culture where many students felt they belonged, regardless of their identity. What these data additionally mean, is that catering to more than just a white, male, cis-gender heteronormative perspective in the classroom is critical to fostering a sense of belonging for all students, as a sense of belonging is a major predictor of student persistence and retention ([<reflink idref="bib31" id="ref36">31</reflink>], [<reflink idref="bib32" id="ref37">32</reflink>]), and is tied to seeing oneself represented in the classroom space ([<reflink idref="bib30" id="ref38">30</reflink>]).</p> <p>The qualitative data from our student survey highlight that authenticity from the instructor is interpreted by many students, both LGBTQ-identified and not LGBTQ-identified, as fostering an inclusive environment where students feel safe and understood. This finding reinforces previous data where most students (∼66%) agreed that an instructor sharing her LGBTQ+ identity had a positive impact on their experience in their STEM course ([<reflink idref="bib20" id="ref39">20</reflink>]). Additionally of interest, both LGBTQ+- and non-LGBTQ+-identified students commented that the queered classroom was a place of "greater engagement." This is a particularly salient data point because more than simply affecting student perceptions of the space, greater engagement, if it was an actual resultant behavior, may very well mean that creating an inclusive environment is sufficient to foster participation, and via participation, create a sense of belonging. Wang and Hofkens ([<reflink idref="bib33" id="ref40">33</reflink>]) assert that social context is important to student engagement, with the social climate fostered among students and teachers contributing to achievement ([<reflink idref="bib34" id="ref41">34</reflink>], [<reflink idref="bib35" id="ref42">35</reflink>]). Our findings agree, as both LGBTQ+ and non-LGBTQ+ students reported greater engagement (behavior) in queered classrooms.</p> <p>Another important behavior modeled from our data is that students felt the instructor modeled inclusive language for them to use. Our data demonstrate that LGBTQ+ students viewed the instructors as both authentic and "role models," confirming the effectiveness of instructor efforts to be so. These students' comments included how they learned what inclusive language is and were able to begin using inclusive language with their friends and families outside of the classroom. This finding reinforces the need to model inclusive language as a means to the creation of a safe and inclusive environment in the classroom. Notably, this was one of the ways that Linley et al. ([<reflink idref="bib22" id="ref43">22</reflink>]) identified LGBTQ+ faculty to support LGBTQ+-identified students. Additionally, LGBTQ+ faculty members as role models for LGBTQ+-identified students, also identified in our data, contribute to a positive learning environment ([<reflink idref="bib5" id="ref44">5</reflink>], [<reflink idref="bib20" id="ref45">20</reflink>]–[<reflink idref="bib22" id="ref46">22</reflink>]).</p> <p>Our finding that non-LGBTQ+-identified students reported an elevation in their consciousness of their own identity position was surprising and welcome. To effectively engage with individuals from different identity groups, it is essential that one develop an understanding of one's own positionality, standpoint, and identity. We believe that this is the first time this outcome relative to queered classrooms has been identified and reported. Importantly, the notion that students felt engaged with their identity and subsequently reflected upon their own identity as a result of a classroom environment intentionally created by the instructor, aligns with our goal to foster a sense of belonging. Sense of belonging fostered through "seeing" students for their own unique identities is consistent with prior literature demonstrating that perception of a supportive environment drives engagement, and engaged students feel they belong more ([<reflink idref="bib36" id="ref47">36</reflink>]). Seeing one's identity represented and acknowledged is critical and can enhance a sense of belonging ([<reflink idref="bib30" id="ref48">30</reflink>]).</p> <p>Notably, a small number of student participants in the non-LGBTQ+-identified group, and one student participant in the LGBTQ+-identified group, reported feeling less likely to share or engage in the classroom. This feeling, and possibly subsequent decrease in engaging behavior, was unfortunate, despite only being reported by a few students. For the LGBTQ+-identified participant, this was related to a continued hesitancy to share their own LGBTQ+ identity in the public setting, and points to the fact that translating a safe space into engagement behaviors does not come at the same pace for all, cannot be accomplished by one instructor in one classroom, and likely requires a variety of efforts across different teaching domains to comprehensively change culture. Student hesitancy to be publicly "out" is unsurprising, given the many factors that are related to coming out, including internalized homophobia, the current sociopolitical landscape of attacks on LGBTQ+ individuals in the United States, and cis-heteronormative standards for professionalism in the sciences ([<reflink idref="bib37" id="ref49">37</reflink>]). In contrast, non-LGBTQ+-identified students who reported feeling less involved reported a "liberal bias" in the classroom and desired a more neutral stance on LGBTQ+ issues in health and STEM. This discomfort was also expressed as a view that the instructor was "shaming" students who were not familiar with the concepts discussed in class. The politicization of LGBTQ+ rights in the world, and particularly in the United States, is a longstanding issue that has comingled religious beliefs about gender and sexual orientation with political decision-making and ultimately led to the long-term stigmatization of individuals who are not cisgender and heterosexual ([<reflink idref="bib38" id="ref50">38</reflink>], [<reflink idref="bib39" id="ref51">39</reflink>]). As academics, we need to realize that <emph>1</emph>) not all students have had the opportunity to (knowingly) engage with members of the LGBTQ+ community and have not been exposed to nomenclature and/or the issues that community regularly faces, and <emph>2</emph>) the need to present the many "sides" of LGBTQ+ issues, while at the same time recognizing that the current normative is regularly reified and any discussion of LGBTQ+-related issues will easily be viewed by individuals who are not part of the LGBTQ+ community with discomfort and implicit or explicit push back. This is important when attempting to intentionally cater to underrepresented individuals in the classroom. While we show that creating an inclusive environment has ubiquitous benefits, this is likely contingent on all students being open to said benefits. As such, the approach will likely require a certain level of tact that does not alienate anyone, yet introduces them to the concept that diversity fosters good ideas and better outcomes for all ([<reflink idref="bib40" id="ref52">40</reflink>]), gently guiding them into discussions that might yield new understandings and an evolution to broader perspectives on identity and equity.</p> <hd1 id="AN0177928157-12">Strengths and Limitations</hd1> <p>As with any research, our study had strengths and limitations. One strength was the relatively large number of participants who engaged in the study from a variety of courses taught in the health sciences department. This high number of participants theoretically afforded us a wide range of thoughts, feelings, and behaviors to view for analysis, although we may have experienced self-report bias in terms of our sample as students who had something to say may have been more likely to answer the survey. Additionally, the study design intentionally disaggregated academic achievement (e.g., grades) from participating in the study but that meant surveys were sent out after the semester ended; therefore, surveys were less likely to be completed by all students.</p> <p>The inclusion of three different faculty members in the study afforded a glimpse into the myriad ways that faculty might present authenticity and queer their classroom. In terms of limitations, the results of our study may have been impacted by the relatively small number of LGBTQ+-identified student participants relative to student participants who do not identify as members of that community. A larger sample size of LGBTQ+ community members may have resulted in different outcomes.</p> <p>Although we made the methodological decision to not apply a formal qualitative analysis to the open-ended question responses, the "coding" team did read and reread participant responses carefully and thoughtfully and all "coders" engaged in thoughtful reflection on both student comments and their own positionality during the process. Discussion by "coders" also included frank and open discussions of faculty journal content, which provided sources of important reflection and discussions. It is worth noting that it is hard to separate being out and LGBTQ+ from being great teachers and engaged and caring. Given our small sample size, is it difficult to ascribe our results to being out versus our skill as instructors.</p> <hd1 id="AN0177928157-13">Conclusions and Lessons Learned</hd1> <p>Based on our data, it is the perspective of the authors that when LGBTQ+-identified faculty members bring an authentic presentation of themselves to their health science classrooms, there is a net positive effect on student experience and learning. Students in our study felt more engaged, more comfortable, and safer. Despite a small number of students feeling their conservative political or religious identities were not seen, the potential positive effect of instructor openness on retention of LGBTQ+-identified students in STEM and beneficial opportunities for learning for open-minded, cisgender-heterosexual students are great. Colleges and universities should work to create policies that enhance the safety (and reduce the additional burden!) for LGBTQ+-identified faculty to present openly and authentically in their classrooms, as there are potential "ripple-in-the-pond" benefits to the student body and by extension the college itself through the creation of an inclusive, safe community where faculty and students feel they belong. Additionally, all faculty and administrators in academia should be aware that the process of queering the classroom may produce discomfort within some individuals from majoritized gender and sexuality groups and should work with LGBTQ + faculty and students of all identities to help them realize greater comfort with discussing issues related to the diverse lives in our society.</p> <hd id="AN0177928157-14">DATA AVAILABILITY</hd> <p>Data will be made available upon reasonable request.</p> <hd id="AN0177928157-15">GRANTS</hd> <p>J.D.M.-B., S.G., and M.A.D. report funding from the Boston University Diversity & Inclusion Office Learn More Series Grant for participant incentives.</p> <hd id="AN0177928157-16">DISCLOSURES</hd> <p>No conflicts of interest, financial or otherwise, are declared by the authors.</p> <hd id="AN0177928157-17">AUTHOR CONTRIBUTIONS</hd> <p>M.A.D. conceived and designed research; J.D.M.-B, S.G., and M.A.D. performed experiments; J.D.M., S.G., and M.A.D. analyzed data; J.D.M.-B., S.G., and M.A.D. interpreted results of experiments; J.D.M.-B., S.G., and M.A.D. drafted manuscript; J.D.M.-B, S.G., and M.A.D. edited and revised manuscript; J.D.M.-B, S.G., and M.A.D. approved final version of manuscript.</p> <ref id="AN0177928157-18"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Rankin S, Garvey JC, Duran A. 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  Data: LGBTQ+ Faculty, Queering Health Sciences Classrooms: Student Perspectives
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  Data: <searchLink fieldCode="AR" term="%22Jesse+D%2E+Moreira-Bouchard%22">Jesse D. Moreira-Bouchard</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5644-2540">0000-0002-5644-2540</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sophie+Godley%22">Sophie Godley</searchLink><br /><searchLink fieldCode="AR" term="%22Michele+A%2E+DeBiasse%22">Michele A. DeBiasse</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8502-6290">0000-0001-8502-6290</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Advances+in+Physiology+Education%22"><i>Advances in Physiology Education</i></searchLink>. 2024 48(2):270-278.
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  Data: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
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  Data: 9
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  Label: Publication Date
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22LGBTQ+People%22">LGBTQ People</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Student+College+Relationship%22">Student College Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Sciences%22">Health Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22College+Environment%22">College Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Massachusetts+%28Boston%29%22">Massachusetts (Boston)</searchLink>
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  Label: DOI
  Group: ID
  Data: 10.1152/advan.00200.2023
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  Data: 1043-4046<br />1522-1229
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  Data: Lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+) students in undergraduate science, technology, engineering, and math (STEM) majors are more likely to drop out than their cisgender, heterosexual peers despite having equivalent grades and research exposure. It has been demonstrated that a sense of belonging, a very strong predictor of student retention, is low in LGBTQ+-identified STEM undergraduates. It has further been posited that faculty openness and authenticity can enhance a sense of belonging for LGBTQ+ students through the creation of an inclusive classroom culture. The authors of this article, three LGBTQ+-identified faculty in the health sciences department at Boston University, surveyed students enrolled in their courses to elicit student thoughts, feelings, and behaviors regarding the effect of faculty 1) sharing their identity openly in the classroom, and 2) actively working to create open, inclusive dialogue and space in their classrooms. Of 86 student participants across multiple classes, the large majority of students, both LGBTQ+-identified and non-LGBTQ+-identified, described feeling safe, included, and welcomed in the classroom. They described engaging more in peer-to-peer education and felt that instructor authenticity created a safe and inclusive classroom. A minority of LGBTQ+-identified students and non-LGBTQ+-identified students reported feeling unsure of voicing their opinions, for the former related to insecurity about being LGBTQ+ and the latter feeling a liberal bias existed in the classroom. Altogether, these results suggest a positive effect on student sense of belonging when faculty authenticity and intentionality create inclusive classroom environments in the health sciences.
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  Data: 2024
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