This summer, Jasmine Queen ’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’s 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’s achieved subtly with careful word choices or signaling, and sometimes it’s said outright. But one way or another it’s a recurring pressure.  

From curiosity to exploration 

The research validated Queen’s 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’t room for me to give input because I don’t have experience dating men. Yet I knew if I shared my experience dating women it would reveal to the entire class I’m queer.

Jasmine Queen ’25

“In communication studies we do a lot of exploration of interpersonal relationships, and the conversations would be set-up like, ‘Ladies, how do you feel when guys do such and such?’” Queen says. “It felt like there wasn’t room for me to give input because I don’t have experience dating men. Yet I knew if I shared my experience dating women it would reveal to the entire class I’m queer.” 

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’s summer research grant, she submitted an application. 

“It’s really exciting when students use research to explore the things that matter deeply to them,” says Potter, who is Queen’s faculty mentor on the project. “The 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.”  

Fostering inclusion through pedagogy 

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

Queen’s 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’s decision to come out, the specific environment can also be an influence. Participants in environments where they’d 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. 

“Being intentional about using gender neutral terms really made a difference,” Queen says. “The takeaway is, if you’re unsure about someone’s sexuality leave that space open for them rather than assuming they’re straight.” 

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. 

“Hearing others’ perspectives paves the way for empathy and inclusion,” Jasmine says. “That’s the amazing work research can do.” 

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

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