Although violation of gender norms has been discussed as a fundamental component of and underlying foundation for anti-queer discrimination, less research has directly attended to how lesbian, gay, bisexual, and queer (LGBQ) individuals interpret the role of gender expression in discriminatory experiences. Based upon a racially diverse national sample of 138 cisgender and transgender LGBQ individuals, I discuss results from a content and thematic analysis of discrimination narratives. Findings reveal the centrality of gender expression—how one embodies masculinity and femininity—within participant stories. While gender expression was central to meaning-making among all participants, the type of discrimination experienced and participants’ interpretation of the events depended on whether their gender expression “revealed” or “concealed” their queerness. Race and gender identity also informed participants’ interpretations, underscoring the need for greater attention to how gender norm expectations are racialized and cisnormative. These findings challenge the conceptualization of sexual orientation as an “invisible” identity and the notion of “passing” (i.e., being perceived as straight) as a uniform privilege for some LGBQ individuals. Instead, these results situate the perception of sexual orientation as context-dependent and highlight the need for advocacy efforts that identify and challenge strict gender ideologies, in particular gender binaries.

In recent years, psychologists have begun to use video more frequently in qualitative research, in particular, within research on social justice. The non‐confidential nature inherent in video, however, raises new ethical challenges for the field of psychology to address. Building upon a growing literature on video‐based research, in this article, we use an illustrative case study to examine how researchers' sense of ethical responsibility can find guidance from, clash against, or fill gaps left by extant federal and disciplinary ethical requirements. We focus specifically on issues of confidentiality and representation, highlighting the challenges and possibilities that video creates in relation to participants' power, dignity, and participation and arguing that psychologists must systematically engage questions about ethical responsibilities throughout the design and implementation phases of a research project. In doing so, psychologists, their community partners, and students will be better able to articulate and problematize their assumptions and intentions regarding video work.