This summer, Jasmine Queen 鈥�25 performed qualitative research on the coming out experiences of LGBTQIA+ individuals. Interviewees represented a variety of generations, orientations and lived experiences. But they all had something in common: a recurring sense of obligation to disclose their sexual orientation. 

Television shows, movies and books typically portray coming out as a singular life event. Queen鈥檚 research illuminates a different reality. For members of the LGBTQIA+ community, each new class, job and friend presents a new sense of obligation to come out. Sometimes that鈥檚 achieved subtly with careful word choices or signaling, and sometimes it鈥檚 said outright. But one way or another it鈥檚 a recurring pressure.  

From curiosity to exploration 

The research validated Queen鈥檚 own experience. From casual conversations to class discussion questions framed in heteronormative terms, she felt a constant need to either out or misrepresent herself. It made her hesitant to speak up in class. 

It felt like there wasn鈥檛 room for me to give input because I don鈥檛 have experience dating men. Yet I knew if I shared my experience dating women it would reveal to the entire class I鈥檓 queer.

Jasmine Queen 鈥�25

鈥淚n communication studies we do a lot of exploration of interpersonal relationships, and the conversations would be set-up like, 鈥楲adies, how do you feel when guys do such and such?鈥欌�� Queen says. 鈥淚t felt like there wasn鈥檛 room for me to give input because I don鈥檛 have experience dating men. Yet I knew if I shared my experience dating women it would reveal to the entire class I鈥檓 queer.鈥� 

Queen was curious if others had the same challenge. So when communication studies department chair Jennifer Potter told her about the Office of Undergraduate Research & Creative Inquiry鈥檚 summer research grant, she submitted an application. 

鈥淚t鈥檚 really exciting when students use research to explore the things that matter deeply to them,鈥� says Potter, who is Queen鈥檚 faculty mentor on the project. 鈥淭he grants allow them to turn their passions into real projects and come away with papers and presentations they can take to conferences, journals and graduate schools.鈥�  

Fostering inclusion through pedagogy 

Her research showed that while religion, culture, race, gender, family dynamics and social norms all factor into an individual鈥檚 decision to come out, the specific environment can also be an influence.

Queen鈥檚 new understanding of coming out as an ongoing, lifelong process is leading to deeper analysis of how faculty pedagogy can create more inclusive environments. Her research showed that while religion, culture, race, gender, family dynamics and social norms all factor into an individual鈥檚 decision to come out, the specific environment can also be an influence. Participants in environments where they鈥檇 heard homophobic remarks reported being more likely to conceal their identity, while those in accepting environments that used inclusive language felt more comfortable speaking openly. 

鈥淏eing intentional about using gender neutral terms really made a difference,鈥� Queen says. 鈥淭he takeaway is, if you鈥檙e unsure about someone鈥檚 sexuality leave that space open for them rather than assuming they鈥檙e straight.鈥� 

Queen will present her research results on campus this fall. She hopes her insights will help create more inclusive class environments, and that sharing the stories of research participants will improve our understanding and compassion for each other. 

鈥淗earing others鈥� perspectives paves the way for empathy and inclusion,鈥� Jasmine says. 鈥淭hat鈥檚 the amazing work research can do.鈥� 

Tags: College of Fine Arts and Communication, Diversity Equity and Inclusion, Include Strategic Goal, People, Research

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