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Research into the experiences of students in mathematics with a marginalized sexual identity has remained largely underexplored, relegating these experiences and individuals to remain invisible. In this study, we leverage Queer Theory to address this gap in research by reporting on the experiences of Queer-spectrum undergraduate students (n = 2,454) enrolled in introductory mathematics courses (Precalculus, Calculus 1, and Calculus 2) across the United States. Drawing on student data (n = 24,327) from the Student Post-Secondary Instructional Practices Survey, we examine reported outcomes of math learning experiences and access to learning environments. Overall, within introductory math courses, sexual identity had a significant relationship with accessing learning environments and mathematical learning experiences. Asexual students were among those that reported higher levels of interactions with peers and instructors, a greater sense of community & participation, positive math affect, and were more likely to access learning environments external to the course yet anticipated receiving a lower course grade when compared to straight students. Bisexual students reported lower levels of interactions with instructors, a diminished sense of community & participation, math engagement, positive math affect, and were less likely to access learning environments compared to straight students. These findings suggest that Queer-spectrum students experience mathematical learning in a different manner than their straight peers and in relation to other Queer spectrum identities. Queer-spectrum students with a sexualized identity perceive that mathematics environments are not normative places to be a part of the community, resulting in negative dispositions, reduced interactions, and lower academic success. The impact of sexual identity, although small, contributes to negative indicators of positive mathematical experiences and suggests that the normative discourses in mathematics that are identity neutral, heteronormative, and aligned with binary thinking are differentially impacting Queer-spectrum students.

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Research, programs, and policies to support queer students in secondary mathematics environments remain largely underdeveloped and undertheorized. Mathematics education research has attended more closely to how race and gender are linked with dominant discourses of participation and mathematical performance. In this synthesis, we conducted a broad search of literature, resulting in 81 articles, related to queer student experience in all STEM environments to highlight potential practices to support inclusive environments specifically in secondary mathematics. Drawing on a queer stem identity framework (Mattheis, Arellano, Yoder, 2019) we highlight the unique nature of queer identity (e.g., the potential for one’s queer identity to be invisible) that positions queerness as unseen and irrelevant to the pursuit of STEM. The perceived masculine and heteronormative nature of mathematics environment impacts queer students when defining their queer identity and coming out in the classroom, creating a cognitively stressful experience, and leading to less robust mathematical identity formation. In order to help promote queer students in navigating these settings we document how role models and curriculum allow for a reconstruction of the nature and mathematics by promoting a connected, inclusive, and social discipline. We conclude by highlighting the need for future studies and implications for practices in order to create environments that promote the development and visibility of queer mathematics students.