Queers in the Classroom: The Role of Sexual Identity in the Academic Experiences of Gay Male Graduate Students

Abstract

The experiences of three self-identified gay male graduate students were explored to understand the role that sexual orientation played within their academic lives. Through semi-structured interviews, the participants were able to share their experiences of being a gay male graduate student and the effects on their educational experience. The transcribed interviews were analyzed using a modified grounded theory approach. Three main themes emerged: a) choosing to disclose sexual identity within the academic setting; b) challenges encountered when interacting with classmates; and c) benefits of being a gay male graduate student. Findings suggest that managing and expressing one’s sexual identity are important processes that interact with several aspects of the life of gay male graduate students.