Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course

We would like to thank the students who agreed to participate in the study and shared their thoughts with us. We thank Tala Araghi, who assisted with determining the interrater reliability of our open-ended coding rubrics, and Rachel Scott for her thoughtful review of an earlier draft of this article. This project was partially supported by the National Science Foundation (NSF; GR39663). C.A.B. was supported by an NSF Graduate Research Fellowship under grant no. 026257-001. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF.