ABSTRACT
LGBTQ+ (Lesbian, Gay, Bisexual, Transgender, Queer, +) students report a lack of cultural competence among instructors. Teachers can help improve student belonging by using identity safety cues (ISCs), which signal to marginalised students that their identities are valued. This chapter provides an overview of ISCs in the higher education literature, including concrete tips and examples of ISCs that teachers can integrate into their classrooms. Students in a class with ISCs believed their instructor was trying to create an inclusive classroom, and disapproved of social inequalities, more than participants in classes without ISCs. These students also reported a higher sense of belonging and even fewer absences. This chapter discusses how ISCs impact LGBTQ+ students and whether instructor gender identity influences how students receive ISCs. ISCs foster a sense of belonging and motivation for learners with diverse identities.
