Abstract
Previous research has explored the role LGBTQ instructor sexuality plays in the classroom. However, little research explores the effects of disclosing LGBTQ sexuality on the individual instructor. This study examines how LGBTQ instructors report disclosures of their sexuality to influence their Communication Apprehension, Instructional Effectiveness, and their Relationships with Students. Qualitative interviewing methods were used to survey nine self-identified LGBTQ college instructors from mid-size Midwest universities, and a grounded theory approach was used to identify emergent themes pertaining to LGBTQ instructors' experiences with their sexuality in the classroom. Interviewees reported varying degrees of communication apprehension, instructional effectiveness, and heightened personal relationships with students as a result of disclosing their sexuality to students. Implications for critical and engaged pedagogy are provided.
Advisor
Kristen P. Treinen
Committee Member
Sacki Sekimoto
Committee Member
Maria Bevacqua
Date of Degree
2012
Language
english
Document Type
Thesis
Degree
Master of Arts (MA)
College
Arts and Humanities
Recommended Citation
Rudnick, J. J. (2012). To share or not to share: The impact of disclosing sexuality on instructor communication apprehension, instructional effectiveness, and student relationships. [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/47/
Creative Commons License
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Included in
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Rights Statement
