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This study engaged in ethnographic observation and qualitative interviewing research practices to examine an educational program involving self-identified LGBTQ individuals who participate on classroom panel discussions and question/answer sessions about their coming out experiences. By observing ten LGBTQ discussion panels and conducting 35 interviews with panelists and student audience members, we explored the classroom as a space capable of allowing for nuanced understanding of gender and sexual minoritized experiences. Our observations sensitized us to the LGBTQ panelists’ stories and student audience members’ insights. Thematic analysis of fieldnotes and interview transcripts led to the emergence of three themes: creating conditions for engagement, establishing accountability, and witnessing stories of difference. Implications for future research are also offered.

Speaking Out, Speaking Up: Co-cultural Communication through an LGBTQ Discussion Panel