Replication Data for: Redesigning the Political Science Curriculum to Incorporate LGBTQ Issues

Political science educators have a responsibility to design their programs in a way that incorporates content that involves and engages underserved populations. A sizeable majority of Generation Z identifies as LGBTQ+ in recent polls, representing a faction that is larger than those identifying as African-American or Hispanic (PRRI 2024; Jones 2024). Implementing changes in mainline political science courses such as the introductory course in American government, the presidency, and comparative politics will allow the discipline to better serve LGBTQ+ students. Examples involving LGBTQthemed content are ample enough to provide instruction in a wide battery of political science classes. Pivoting into a more supportive pedagogy may be a successful strategy in dealing with the oncoming “population cliff” impacting the number of students starting college for years to come. While the process will require substantial investment in time to initiate, an updated approach to teaching political science classes will reap dividends in terms of student interest, engagement with course material, and LGBTQ+ representation in the profession.