Amid growing calls for GSD-inclusive science education, little is known about the experiences and professional development of rural secondary science teachers in enacting gender and sexual diversity-inclusive science teaching (GSDST). This qualitative study presents the Re-emphasizing Identities in Science Education (RISE) PD model, designed to support rural science teachers in developing the knowledge, confidence, and community needed to enact GSDST. Grounded in Desimone's framework for effective PD and incorporating constructs specific to GSDST, RISE integrated active learning, legal literacy, expert support, curriculum development, and community-building. Drawing on interview, observation, and artifact data from 14 participants, we explore which PD design features were most impactful in shifting teachers' knowledge, confidence, and practices. Findings highlight three interrelated themes: the power of authentic pedagogical practices, the critical role of expert support in fostering teacher confidence, and the importance of community and collaboration for sustained implementation. This study underscores the potential of justice-centered, science-specific PD to empower rural teachers as change agents for inclusion while also addressing the structural and emotional barriers they face in politically conservative contexts.
Wright et al. (Thu,) studied this question.