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West Ashley Library
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Phone: (843) 766-6635
Folly Beach Library
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Phone: (843) 805-6888
Village Library
9 a.m. - 1 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. - 8 p.m.
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Mt. Pleasant Library
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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John L. Dart Library
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Phone: (843) 722-7550
Baxter-Patrick James Island
9 a.m. - 8 p.m.
Phone: (843) 795-6679
Main Library
9 a.m. - 8 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
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Phone: (843) 805-6892
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9 a.m. - 5 p.m.
Phone: (843) 805-6909
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LGBTQ+ Faculty, Queering Health Sciences Classrooms: Student Perspectives
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- Author(s): Jesse D. Moreira-Bouchard (ORCID
Jesse D. Moreira-Bouchard (ORCID 0000-0002-5644-2540 ); Sophie Godley; Michele A. DeBiasse (ORCIDMichele A. DeBiasse (ORCID 0000-0001-8502-6290 )- Language:
English- Source:
Advances in Physiology Education. 2024 48(2):270-278.- Publication Date:
2024- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: [email protected]; Web site: https://www.physiology.org/journal/advances
- Peer Reviewed: Y
- Source: 9
- Education Level: Higher Education
Postsecondary Education - Subject Terms:
- Subject Terms:
- Accession Number: 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.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1429188
- Availability:
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