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Invisible Role Models : = Concealable Stigmatized Identities in Undergraduate Science.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Invisible Role Models :/
Reminder of title:	Concealable Stigmatized Identities in Undergraduate Science.
Author:	Busch, Carly.
Description:	1 online resource (298 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-10, Section: B.
Contained By:	Dissertations Abstracts International85-10B.
Subject:	Higher education. -
Online resource:	click for full text (PQDT)
ISBN:	9798382239576

Invisible Role Models : = Concealable Stigmatized Identities in Undergraduate Science.
Busch, Carly.

Invisible Role Models :Concealable Stigmatized Identities in Undergraduate Science. - 1 online resource (298 pages)

Source: Dissertations Abstracts International, Volume: 85-10, Section: B.

Thesis (Ph.D.)--Arizona State University, 2024.

Includes bibliographical references

Similar-identity role models, including instructors, can benefit science undergraduates by enhancing their self-efficacy and sense of belonging. However, for students to have similar-identity role models based on identities that can be hidden, instructors need to disclose their identities. For concealable stigmatized identities (CSIs) - identities that can be hidden and carry negative stereotypes - the impersonal and apolitical culture cultivated in many science disciplines likely makes instructor CSI disclosure unlikely. This dissertation comprises five studies I conducted to assess the presence of instructor role models with CSIs in undergraduate science classrooms and evaluate the impact on undergraduates of instructor CSI disclosure. I find that science instructors report CSIs at lower rates than undergraduates and typically keep these identities concealed. Additionally, I find that women instructors are more likely to disclose their CSIs to students compared to men. To assess the impact of instructor CSI disclosure on undergraduates, I report on findings from a descriptive exploratory study and a controlled field experiment in which an instructor reveals an LGBTQ+ identity. Undergraduates, especially those who also identify as LGBTQ+, benefit from instructor LGBTQ+ disclosure. Additionally, the majority of undergraduate participants agree that an instructor revealing an LGBTQ+ identity during class is appropriate. Together, the results presented in this dissertation highlight the current lack of instructor role models with CSIs and provide evidence of student benefits that may encourage instructors to reveal CSIs to undergraduates and subsequently provide much-needed role models. I hope this work can spark self-reflection among instructors to consider revealing CSIs to students and challenge the assumption that science environments should be devoid of personal identities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382239576Subjects--Topical Terms:

1148448
Higher education.
Subjects--Index Terms:

Concealable stigmatized identityIndex Terms--Genre/Form:

554714
Electronic books.

Invisible Role Models : = Concealable Stigmatized Identities in Undergraduate Science.
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