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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 students 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.

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