The STEM Through Authentic Research and Training (START) Program is a new program integrating academic, social, and professional experiences, in the theme of exomedicine, to build a pipeline into college for first generation and traditionally underrepresented students by providing year-round authentic opportunities and professional development for high school students and teachers. In response to the COVID-19 pandemic, the START Program has worked with the local Fayette County public school and community partners to provide content to over 300 students through: virtual laboratory tours with community partner Space Tango, "meet a scientist" discussions, and online near-peer student demonstrations aimed at making the practice of STEM disciplines approachable. Furthermore, the START Program has partnered with Higher Orbits to provide at-home, space-themed learning kits for students to develop teamwork, communication, and STEM principles while engaging in online content with teachers, professionals, and astronauts. Finally, the START Program has moved its training platforms online, including receiving College Reading and Learning Association (CRLA) Peer Educator accreditation for our near-peer mentoring and coaching training. As a result, the START Program is better positioned to address this critical need in STEM education, while reaching more students in the community than possible with face-to-face interactions alone.
Masculinities and male privilege may be experienced differently by individuals depending on their intersecting identities, including identities related to gender, race, and sexuality. Trans masculine individuals in the United States may be important informants about the experience of male privilege because their unique psychosocial experiences and gender identity development in a patriarchal society allow observation, insight, and critical reflection not available to cisgender people. Using a standpoint theoretical framework, we explored the lived experiences of male privilege as described by trans masculine individuals (N = 227, M = 26.97, SD = 6.90) who responded to an open-ended prompt on a larger online survey. Using thematic analysis, the research team identified five themes that summarized participants’ perceptions: (a) I feel safer; (b) I am assumed to be competent; (c) I am free of traditional female gender role expectations; (d) I am “one of the boys”; and (e) I don’t experience male privilege. Participants’ attributed their experiences to others’ perceptions of their masculine appearance, gender expression, and gender role performance. These experiences involved psychosocial costs as well as benefits, most notably changes in relationships with women and important communities of support. Some participants noted that their other marginalized identities such as race and sexuality attenuated their experiences of male privilege. Together these findings illustrate the social construction of masculinities and male privilege in everyday interactions while further disentangling these concepts from essentialist assumptions of a biologically based gender binary.
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