LGBTQ+ faculty, queering health sciences classrooms: student perspectives

Area of Science:

• Health Sciences Education
• Social Sciences in STEM
• Higher Education Pedagogy

Background:

• Lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+) students in STEM majors face higher dropout rates than cisgender, heterosexual peers.
• A low sense of belonging is a significant factor contributing to retention issues for LGBTQ+ STEM undergraduates.
• Faculty openness and authenticity are hypothesized to enhance belonging for LGBTQ+ students by creating inclusive classroom environments.

Purpose of the Study:

• To investigate the impact of faculty identity disclosure and intentional inclusivity efforts on student sense of belonging in health sciences courses.
• To understand student perceptions of safety, inclusion, and engagement in classrooms with openly LGBTQ+ faculty.

Main Methods:

• Survey administered to 86 undergraduate students across multiple health sciences courses.
• Students reported on their feelings of safety, inclusion, and engagement.
• Students provided feedback on faculty openness and efforts to create inclusive dialogue.

Main Results:

• A large majority of students, both LGBTQ+ and non-LGBTQ+, reported feeling safe, included, and welcomed.
• Instructor authenticity was linked to increased peer-to-peer education and a greater sense of classroom safety.
• A minority of LGBTQ+ students expressed insecurity, while some non-LGBTQ+ students perceived a liberal bias.

Conclusions:

• Faculty authenticity and intentional efforts to create inclusive environments positively influence student sense of belonging in health sciences.
• Inclusive classrooms foster greater student engagement, peer education, and open dialogue.
• Supporting LGBTQ+ faculty in being open can improve classroom culture, engagement, and learning outcomes.