“…Inequities in STEM academic outcomes persist along demographic markers that are associated with privilege and dominance in society. Research has documented the disparities faced by (primarily cisgender) women in STEM as well as people from racial and ethnic groups underrepresented in STEM, and newer research is beginning to reveal inequities along the lines of sexual orientation and gender identity (Chen, 2013;Gayles and Ampaw, 2014;Riegle-Crumb et al, 2019;Lysenko and Wang, 2020;Sansone and Carpenter, 2020). For example, lesbian, gay, bisexual, and queer students are 7% less likely to continue in a STEM major after 4 years, in spite of being more likely to participate in undergraduate research, a factor known to promote retention in STEM (Hughes, 2018).…”