title: Being who I am: effective teaching, learning, student support, and societal change through LGBQ faculty freedom.
abstract: Framed within the context of a heterosexist society in which not all sexual minority faculty feel professionally and/or personally safe stepping out of the classroom closet, this qualitative study examines the phenomenon of non-heterosexual faculty disclosing their sexual orientation to students in their classrooms. Findings demonstrate the depth and magnitude of impact the disclosure has on teaching, learning, student support, and societal change. Overarching is that faculty do not necessarily view the experience as "coming out in the classroom," but rather as "being who I am" in terms of freedom to present an authentic self, if so desired, to students.
authors: a University of Pennsylvania , Philadelphia , Pennsylvania , USA.
authors: Janice M
authors: JM
authors: Orlov
authors: Katherine R
authors: KR
authors: Allen
mesh_terms: D000328:Adult; D005178:Faculty; D005260:Female; D063509:Homophobia / Q000523:psychology; D006716:Homosexuality / Q000523:psychology*; D018452:Homosexuality, Female / Q000523:psychology; D018451:Homosexuality, Male / Q000523:psychology; D006801:Humans; D007858:Learning; D008297:Male; D008875:Middle Aged; D036301:Qualitative Research; D012650:Self Disclosure; D013334:Students / Q000523:psychology; D013663:Teaching; D014481:United States; D014495:Universities
keywords: LGBT faculty; authenticity; college teaching; coming out; homophobia; self-disclosure; sexual orientation