Coming out in STEM: Factors affecting retention of sexual minority STEM students

Hughes, Bryce E.

doi:10.1126/sciadv.aao6373

Cited by 215 publications

(244 citation statements)

References 31 publications

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“…Specifically, a growing body of research named the ways that LGBQ+ individuals experience curricular spaces (e.g., Bilimoria & Stewart, 2009;Brown, Clarke, Gortmaker, & Robinson-Keilig, 2004;Hughes, 2018;Patridge, Barthelemy, & Rankin, 2014;Sevecke et al, 2015). For example, reviews of literature pertaining to LGBQ+ students regularly reveal the differences that exist across academic disciplines concerning LGBQ+ inclusion (Linley & Nguyen, 2015;Rankin, Garvey, & Duran, 2019).…”

Section: Inclusive Classroom Environments and Lgbq+ Studentsmentioning

confidence: 99%

Culturally engaging courses and campuses for LGBQ+ issues.

BrckaLorenz

Durán

Haeger

2021

Journal of Diversity in Higher Education

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Current literature underscores the need to address unwelcoming campus climates for LGBQ+ students both in and outside of the classroom by taking a critical look at the practices adopted at the institution. Using a large-scale, multi-institution quantitative and qualitative data set, this study examined student perceptions of the inclusion of LGBQ+ issues in curricula and how this relates to other forms of engagement. We found differences in student perceptions by major and sexuality, and that relationships between engagement and LGBQ+ curricular inclusion are strong for LGBQ+ and non-LGBQ+ students. Quotes from students highlight the disconnect felt between coursework and discussions of sexuality, as well as the great importance of creating inclusive spaces for the LGBQ+ community. CULTURALLY ENGAGING COURSES 3 Culturally Engaging Courses and Campuses for LGBQ+ Issues Y'all are not here for us. Step it up." -A queer identifying student's write-in responseWithin the field of higher education, scholars emphasize the reality that the experience of campus climate and culture varies by students' backgrounds and social identities (see Museus, 2014). What this body of research showcases is that students' perceptions of how accepting and welcoming their campus environments are differ based on a person's social location, especially relevant for collegians from historically marginalized identities (e.g., Museus, 2014;Museus, Yi,

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Section: Inclusive Classroom Environments and Lgbq+ Studentsmentioning

confidence: 99%

Culturally engaging courses and campuses for LGBQ+ issues.

BrckaLorenz

Durán

Haeger

2021

Journal of Diversity in Higher Education

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“…LGBT students exhibit disproportionately high attrition in STEM. Garvey and Rankin, 2015b;Pryor, 2015;Cooper and Brownell, 2016;Garvey et al, 2018;Hughes, 2018 Commuter status Students who live off-campus may feel less included in all aspects of the community, including classroom discourse and group work; commuters may be less open to diversity. Pike, 2002;Jacoby andGarland, 2004 (Kim andSax, 2009a;Aschbacher et al, 2010;Rocca, 2010).…”

Section: Factorsmentioning

confidence: 99%

“…Hidden identities are unique from conspicuous identities in that individuals can choose to reveal hidden identity facets to peers and instructors or may choose to keep them hidden (Quinn, 2006;Cooper and Brownell, 2016;Hughes, 2018). When students working in groups drift into conversation not directly related to course content, such as how they spent their weekend, students with hidden identities must consider whether to reveal personal information about themselves that might lead to discrimination from their peers as a result of conscious or unconscious bias.…”

Section: Factorsmentioning

confidence: 99%

Hidden Identities Shape Student Perceptions of Active Learning Environments

et al. 2019

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Active-learning pedagogies represent one suite of tools commonly thought to promote greater classroom inclusivity. However, the social aspects of many active-learning techniques, such as in-class group work, may differentially impact students who feel pressure to conceal certain aspects of their identity, such as sexual orientation, political affiliation, or religion. We used a post-course survey of over 1300 students at a large midwestern University to ascertain which aspects of a student's identity are most salient in their experiences in active-learning environments, especially with respect to group work. Using path analysis, we show that students who are politically conservative, religious, or who commute to campus perceive lower inclusion in active-learning environments, while students who identify as queer report negative experiences in groups. These and other findings lead us to conclude that targeted efforts to improve classroom climate, such as equitable teaching strategies, will benefit students who might feel marginalized in peer-learning environments.

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“…Had biological anthropology historically placed greater value on the embodied knowledges of Indigenous, black, Latinx, queer, and other people, and had we answered recurrent calls to train more scientists from marginalized communities (Antón, Malhi, and Fuentes ; Blakey ; Cobb ; LaRoche and Blakey ), we might have arrived at a less harmful and far more knowledgeable place. Instead, while students from underrepresented backgrounds often have higher rates of involvement as undergraduate researchers, they leave science in greater proportions than their white, cis, straight, male peers (Antón, Malhi, and Fuentes ; Hughes ). The reasons for this are still debated, but this much is clear: it is tough to survive in a field that commonly disregards, disrespects, or subjugates one's existence, and there are consequences that come with silencing these voices in science.…”

mentioning

confidence: 99%