The Power Of Coming Out
By Stephanie Knezz
No matter how many times I teach my chemistry course, I always get nervous on the first day of class.
When I enter the lecture hall full of 100+ students, I know they are sizing me up and trying to figure out how they can strategize through the next 10 weeks. For me, this is a unique opportunity to form an impression on predominantly first-semester college students.
The moment that is often the most nerve-wracking is when I bring up a slide that says “About Me”; an image of a cute rainbow flag appears, and it is met with surprise and chatter. I bring it up offhandedly, trying not to emphasize it any more than other salient aspects of my identity. No matter how cavalier my explanation, however, I know that I will always have a hard time hiding my fear and anxiety about coming out to my class.
Many would argue that this level of personal information is irrelevant to the business of teaching science and has no place in the classroom. On the contrary, I believe the symbolism of this moment has the power to change the atmosphere of the class and my students for the rest of the year. Beyond solidarity built with queer students, this moment of vulnerability levels the power dynamic between myself and the whole class and allows for the kind of open dialogue where impactful learning can happen.
The relationships I build with my students are more authentic. They feel comfortable making mistakes around me and being vulnerable themselves. Using vulnerability to forge human connection is the most powerful tool I have found as an educator to make impactful change in students’ lives, and it is worth every minute of class time and every nervous heart flutter.
Stephanie Knezz is an Assistant Professor of Instruction in the Chemistry Department of Northwestern University. @StephaKnezzar https://knezzportfolio.weebly.com