Self-disclosure within a classroom setting can enhance the student-instructor relationship and overall student learning. However, faculty have reported that sharing marginalized identities with students can be detrimental to both personal and professional well-being. In an increasingly hostile socio-political climate, decisions about self-disclosure in the classroom can be tricky, particularly in courses which center the topic of identity, such as Family Diversity.
This mixed-methods study reveals college faculty’s decisions to intentionally share or not share certain aspects of their identity while teaching diversity- related courses. Factors influencing these pedagogical decisions, as well as implications of these decisions for students’ learning about diverse identities, will be explored.

Dr. Elizabeth G. Holman received her doctorate in HDFS from the University of Illinois at Urbana- Champaign. Her research centers on examination of the socio-political environments that affect the health and well-being of queer families. She teaches Queer Families & Communities, Human Sexuality, as well as Family Diversity courses.