{"database":"biostudies-literature","file_versions":[],"scores":null,"additional":{"omics_type":["Unknown"],"volume":["24(4)"],"submitter":["Busch CA"],"pubmed_abstract":["Few LGBTQ+ biology instructors reveal their identities to undergraduates, often without considering the potential student benefits. Although instructors who have revealed their LGBTQ+ identity perceive positive impacts for students and a pilot study demonstrated this positive impact, we know of no multi-institution studies exploring how instructor LGBTQ+ disclosure affects students. We recruited a nationwide sample of nine LGBTQ+ biology instructors to disclose their identities and assessed the impact of disclosure on students via surveys (<i>n</i> = 2045). Few student participants in our study reported that instructor LGBTQ+ disclosure negatively impacted their course experience, and most students agreed that instructor LGBTQ+ disclosure is appropriate. Counter to our expectations, state LGBTQ+ acceptance did not have a significant effect on participants' responses to the instructor's LGBTQ+ disclosure. Additionally, students in our study with marginalized identities-including LGBTQ+, women or nonbinary, persons excluded due to ethnicity or race, or having anxiety or depression-benefited disproportionately compared with their peers. Although this multi-institution work is promising in that it corroborates previous findings of benefits to students following instructor LGBTQ+ disclosure and provides evidence that contradicts assumed regional differences in US students' responses to instructor LGBTQ+ disclosure, we encourage caution in generalizing the results to the students of all LGBTQ+ instructors."],"journal":["CBE life sciences education"],"pagination":["ar53"],"full_dataset_link":["https://www.ebi.ac.uk/biostudies/studies/S-EPMC12667366"],"repository":["biostudies-literature"],"pubmed_title":["Nine Undergraduate Biology Instructors Revealing their LGBTQ+ Identities in Class Resulted in Benefits for their LGBTQ+ Students and Students with Other Marginalized Identities."],"pmcid":["PMC12667366"],"pubmed_authors":["Cooper KM","Bhanderi PB","Busch CA","Brownell SE"],"additional_accession":[]},"is_claimable":false,"name":"Nine Undergraduate Biology Instructors Revealing their LGBTQ+ Identities in Class Resulted in Benefits for their LGBTQ+ Students and Students with Other Marginalized Identities.","description":"Few LGBTQ+ biology instructors reveal their identities to undergraduates, often without considering the potential student benefits. Although instructors who have revealed their LGBTQ+ identity perceive positive impacts for students and a pilot study demonstrated this positive impact, we know of no multi-institution studies exploring how instructor LGBTQ+ disclosure affects students. We recruited a nationwide sample of nine LGBTQ+ biology instructors to disclose their identities and assessed the impact of disclosure on students via surveys (<i>n</i> = 2045). Few student participants in our study reported that instructor LGBTQ+ disclosure negatively impacted their course experience, and most students agreed that instructor LGBTQ+ disclosure is appropriate. Counter to our expectations, state LGBTQ+ acceptance did not have a significant effect on participants' responses to the instructor's LGBTQ+ disclosure. Additionally, students in our study with marginalized identities-including LGBTQ+, women or nonbinary, persons excluded due to ethnicity or race, or having anxiety or depression-benefited disproportionately compared with their peers. Although this multi-institution work is promising in that it corroborates previous findings of benefits to students following instructor LGBTQ+ disclosure and provides evidence that contradicts assumed regional differences in US students' responses to instructor LGBTQ+ disclosure, we encourage caution in generalizing the results to the students of all LGBTQ+ instructors.","dates":{"release":"2025-01-01T00:00:00Z","publication":"2025 Dec","modification":"2026-06-05T21:31:12.919Z","creation":"2026-05-22T03:14:45.124Z"},"accession":"S-EPMC12667366","cross_references":{"pubmed":["41202163"],"doi":["10.1187/cbe.24-10-0254"]}}