An instructor’s self-disclosure is an important source of connectedness for students. The goal of this article was to describe how college instructors self-disclosed and discussed feminism. Qualitative interviews with 19 participants yielded findings that indicated a variety of communicative strategies utilized by instructors to self-disclose feminist beliefs, such as verbally stating one was a feminist to nonverbally communicating messages connected to course content. Further, an instructor’s feminist beliefs shaped the pedagogy implemented to discuss feminism in the classroom. Findings suggest self-disclosure of feminist beliefs were valuable in the classroom. Additionally, specific communication strategies to employ to self-disclose feminism in the classroom are suggested.

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