Factors Impacting the Academic Climate for LGBQ Stem Faculty

Patridge, Eric; Barthelemy, Ramón S.; Rankin, Susan

doi:10.1615/jwomenminorscieneng.2014007429

Cited by 113 publications

(132 citation statements)

References 25 publications

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“…By using the powerful lens of intersectionality, this work contributes to the growing field of engineering studies, which considers how social categories are enacted in engineering. 25,26,27,28,29,30 …”

Section: Theoretical Frameworkmentioning

confidence: 99%

Exploring Military Veteran Students’ Pathways in Engineering Education

Main¹,

Brawner²,

Lord³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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is a Professor of Sociology at Clemson University. She has over 20 years experience in project and program evaluation and has worked for a variety of consulting firms, non-profit agencies, and government organizations, including the Rand Corporation, the American Association of Retired Persons, the U.S. Department of Education, and the Walter Reed Army Institute of Research. Since 2004, she been a member of the NSF-funded MIDFIELD research project on engineering education; she has served as a Co-PI on three research projects, including one on transfer students and another on student veterans in engineering. Exploring Military Veteran Students' Pathways in Engineering EducationABSTRACT Military veterans hold tremendous promise for expanding and diversifying the engineering workforce. Yet, little is known regarding the educational pathways and experiences of student veterans into engineering. This project aims to address gaps in the literature on student veterans in engineering through a comparative case study across four institutions:

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Section: Theoretical Frameworkmentioning

confidence: 99%

Exploring Military Veteran Students’ Pathways in Engineering Education

Main¹,

Brawner²,

Lord³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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“…Recent years have seen significant progress toward LGBTQ equality in the United States through legislation and societal acceptance, but research examining perceptions and experiences of LGBTQ people on college campuses clearly demonstrates the prevalence of negative experiences that range from exclusionary behavior to overt discrimination [14][15][16][17][18]. A landmark study involving over 5,100 students, faculty and administrators from all 50 states was conducted to explore how LGBTQ people experience campus climate and to examine behavioral and institutional responses to LGBTQ issues [19].…”

Section: Introductionmentioning

confidence: 99%

“…Yet engineering departments have proven more impervious to change than other disciplines [14], [16], [18], [22].…”

Section: Introductionmentioning

confidence: 99%

“…S&E professionals report experiences and perceptions similar to those of students [17], [14], [24]. In a study that compared the academic climate and career consequences for LGBTQ faculty, those in STEM fields reported the highest level of discomfort on campus, in departments and in classrooms; those who were not comfortable were 2.56 times more likely to consider leaving [18]. More research is needed to understand the institutional and cultural processes in engineering education that promote or hinder LGBTQ inclusion and how interventions like Safe Zone trainings might improve the climate.…”

Section: Introductionmentioning

confidence: 99%

“…Our motivation to improve the climate for LGBTQ engineers in academic departments is based on research that shows (1) evidence of negative campus climate for LGBTQ engineers, (2) a link between climate and academic/career consequences, and (3) the importance of diversity in the intellectual and social development of students and in increasing innovation and productivity in business. These research findings point to the need to improve the climate for LGBTQ individuals in engineering [14,17,18,22,23].…”

Section: Introductionmentioning

confidence: 99%

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ASEE Safe Zone Workshops and Virtual Community of Practice to Promote LGBTQ Equality in Engineering

Farrell

Cech

Guerra

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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ASEE Safe Zone Workshops and Virtual Community of Practice to Promote LGBTQ Equality in Engineering AbstractEven though recent years have seen significant advances in LGBTQ (lesbian, gay, bisexual, transgender, and queer) equality in the U.S. through legislation and social acceptance, research shows that LGBTQ students and faculty on college campuses still experience exclusion and discrimination. This paper describes a transformative project that links diversity research with a faculty development initiative to promote LGBTQ equality in engineering. The aims of the project are to (1) identify aspects of engineering culture that present barriers to LGBTQ equality, (2) build knowledge and skills to disrupt discrimination and promote LGBTQ equality in engineering departments on college campuses and (3) to identify best practices for promoting LGBTQ equality in engineering.Safe Zone Workshops create a visible network of LGBTQ-affirming faculty who contribute to creating a positive and inclusive climate in engineering departments. A Virtual Community of Practice (VCP) works together to support individual members to take action to advance LGBTQ equality in their departments. Over 270 engineering educators have attended the 20 Safe Zone Workshops offered at the ASEE Annual Conference in the last two years. Evaluation results indicate that the content of the Safe Zone Workshops has been appropriately tailored to an audience of engineering educators, and that there is a clear call to expand the workshops and nurture the conversation about LGBTQ inclusion in engineering. Online technology is being used to create a scalable and sustainable model for sharing knowledge, tools and resources to promote LGBTQ inclusion in environments that are traditionally difficult to penetrate. Using a twotiered, train-the-trainer structure, two experts trained a cohort of twenty leaders to facilitate online and face-to-face Safe Zone Workshops and lead a Virtual Community of Practice for engineering faculty. The workshops and VCP are being launched in early 2016.This project uses a transformative, cyclical mixed-method research model to provide a basis for social change. The transformative research generates new knowledge of engineering culture through surveys of engineering deans, faculty and students as well as ethnographic participant observations during Safe Zone training sessions with engineering faculty. The cyclical aspect of the project plan integrates this new knowledge into another level of Safe Zone training sessions that address engineering culture more specifically.

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LGBTQ+ in STEM: Visibility and Beyond

Unsay¹

2020

Chemistry A European J

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Lesbian, gay, bisexual, trans, queer (LGBTQ+, “+”=plus other sexes, gender identities, and sexual orientation) people in the STEM fields (STEM=science, technology, engineering, and mathematics) continue to experience discrimination in their workplace. In the last decade, the clamor for safe and diverse spaces continue to rise. Indeed, social media plays a huge part on increasing visibility of the LGBTQ+ community in STEM. LGBTQ+ scientists have not only promoted discourse and raised concerns to the online community, but more importantly, supported each other in platforms such as Twitter. Beyond social media, work at the institutes by LGBTQ+ individuals are also bearing fruit. This piece explores the grassroots work of scientists as they work hand‐in‐hand with their institute staff and leadership to promote diversity and inclusivity within and beyond their community.

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Factors Impacting the Academic Climate for LGBQ Stem Faculty

Cited by 113 publications

References 25 publications

Exploring Military Veteran Students’ Pathways in Engineering Education

Exploring Military Veteran Students’ Pathways in Engineering Education

ASEE Safe Zone Workshops and Virtual Community of Practice to Promote LGBTQ Equality in Engineering

LGBTQ+ in STEM: Visibility and Beyond

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