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Science, technology, engineering, and mathematics (STEM) career pathways can be both lucrative and transformative in regard to social change (e.g.,

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Prior research related to both LGBTQ identities and disability in education has considered the role of identity management strategies including passing and selective disclosure, though little research has addressed the experiences of queer students with disabilities who manage multiple marginalized identities. This qualitative study analyzes the disclosure processes enacted by 31 LGBTQ students with disabilities at two universities in the southern United States. Themes included students’ descriptions of (a) disclosing identities for self/others, (b) disclosing identities indirectly, and (c) passing for privileged identities. Findings suggest implications for higher education institutions and leaders seeking to support queer students with disabilities.

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The sociopolitical landscape for queer people has changed dramatically in recent decades; however, progress has been both halting and uneven. While this is evident in many areas of professional and private life, this study focuses on the experiences of queer students in STEM learning environments in US colleges and universities. Specifically, we explore student expressions of temporality and futurity with regards to their STEM experiences and aspirations. Engagement with queer theory, especially queer formulations of time and space, alerted us to the importance of sociopolitical developments of the past several decades—particularly the rise and entrenchment of neoliberal politics in both academic STEM arenas and gay and queer politics. Engaging with queer temporality and spatiality, neoliberalism, and the homonormative turn, we found three interdependent themes: (1) the (re)negotiation of queer politics within academic disciplines linked to the neoliberal state; (2) the multiple bifurcations of self, time, and space required to simultaneously navigate queerness and STEM; and (3) the development of utopian projections of the future intended to reconcile queer identity, neoliberalism, and STEM. These findings point to a tension between queer identities and STEM fields arising not from the nature of the fields themselves but from science’s interconnectedness with a neoliberal economy. This tension not only structures participants’ current experiences in STEM learning spaces but also flavors the way they consider their futures as queer scientists.