Lesbian and Queer Women Professors Disclosing in the Classroom
An Act of Authenticity
Bibliographic Data
| ID | 8914968 |
|---|---|
| Authors | Elly-Jean Nielsen (University of Saskatchewan, Saskatoon, SK, Canada, corresponding author), Kevin G Alderson (University of Calgary, Calgary, AB, Canada) |
| Year | 2014 |
| Volume | 42 |
| Issue | 8 |
| Pages | 1084-1107 |
| Publication date | 2014-10-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Counseling Psychologist (JOURNAL) |
| Journal identifiers | ISSN: 0011-0000 • E-ISSN: 1552-3861 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0011000014554839 |
| OpenAlex | W2107494628 |
| Language | EN |
| Citations received | 12 |
| References cited | 40 |
Lesbian and queer women professors are faced with the personal decision of whether to disclose their sexual identities in the classroom. The experiences of 10 participants in Calgary, Canada were explored through semi-structured, one-on-one interviews. The analysis revealed one overarching category: enacting authenticity. The sub-themes within this major finding include fighting for one’s identity, modeling authenticity, and the freedom and connection felt by self-disclosing. Three supplementary findings and the sub-themes within are also expanded and discussed: classroom structure factors, self-disclosure timing, and negative impacts of disclosure. The findings imply that despite the potential negative impacts of disclosing in the classroom, this pedagogical technique can be used as a means of demonstrating genuineness and praxis toward social justice. The professors’ collective emphasis on the role of authenticity in disclosing in the classroom offers prospects for subsequent research efforts regarding the visibility of marginalized identities in academic settings
Human sexuality · Identity (music · Interpersonal communication · Lesbian · Pedagogy · Praxis · Queer · Self-disclosure · Sexual identity · Sexual minority · Sexual orientation · Sociology · Transgender · Gender Diversity and Inequality · Gender Studies · LGBTQ Health, Identity, and Policy · Psychology · Sexual Assault and Victimization Studies · Social Psychology
Assessing Progress
‘Teach as an outsider’
The campus and the closet
Navigating identity as a controversial issue
I had to get married to protect myself”
The Impact of Anti-DEI Legislation on LGBQ + and Heterosexual Faculty in Higher Education
Stories from LGBTQ social work faculty
On becoming a queer educator
Microaggressions experienced by LGBTQ academics in Canada
Non-Traditional Teaching Methods That Promote Social Justice
A Phenomenological Study of Taiwanese Lesbians Viewing Female Figures in Paintings
Heteroprofessionalism in the Academy
Phenomenological research methods
"Don't Ask, Don't Tell"
Understanding and Evaluating Qualitative Research
Gender Trouble
We're Both Tenured Professors … but Where Is Home
A Fine Balance
Teaching ‘out’ in the university
My Revolving Closet Door
III. Despite our Differences
IV. Self-disclosure in Teaching Sexuality Courses
VIII. Acting Out in School
V. `Like, get over it
VI. Coming Out When You're Not Really In
Commentary
II. Between a Rock and a Hard Place
I. Using the L-word
VII. When Coming Out is Redundant
Surviving in the trenches
Using thematic analysis in psychology
Cohort Differences in Tolerance of Homosexuality
Should I Come Out to My Students? An Empirical Investigation
Using Transcendental Phenomenology to Explore the 'Ripple Effect' in a Leadership Mentoring Program
A Phenomenological Research Design Illustrated
Modern and Old-fashioned Homonegativity Among Samples of Canadian and American University Students
| Unique citing works | 12 |
|---|---|
| Citations per year | 1 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |