Outing the Teacher, Outing the Power: Principle and Pedagogy

Lipkin, Arthur

doi:10.1300/j367v02n02_05

Cited by 2 publications

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“…Similarly, McLean (2003, p. 162) argued that coming out "encourages authentic student-teacher relationships." Essentially, theorists argue that authenticity begets authenticity in the classroom space (Lipkin, 2004;Sapon-Shevin, 2004). The more open and authentic a professor, the more students are allowed to become authentic in their learning and disclosures.…”

Section: Discussionmentioning

confidence: 99%

“…It became their modus operandi for a self-disclosure in the classroom. Whereas other published literature has discussed authenticity as an important aspect of disclosing one's sexual identity, this work has been largely theoretical (e.g., Lipkin, 2004;McLean, 2003;Sapon-Shevin, 2004), anecdotal (e.g., Johnson, 2008;T. E. Smith & Yost, 2009), or focused on disclosures made outside of the university classroom setting (e.g., Stevenson, 2010).…”

Section: Discussionmentioning

confidence: 99%

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Lesbian and Queer Women Professors Disclosing in the Classroom

Nielsen

Alderson

2014

The Counseling Psychologist

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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.

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Section: Discussionmentioning

confidence: 99%