Negotiated Involvement in Stem Organizations by Students With Minoritized Identities of Sexuality and/or Gender

Forsythe, Desiree; Vaccaro, Annemarie; Jones, Meg C.; Friedensen, Rachel E.; Miller, Ryan A.; Kimball, Ezekiel; Forester, Rachael

doi:10.1615/jwomenminorscieneng.2022037432

Cited by 6 publications

(6 citation statements)

References 42 publications

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“…Gee (2010) describes social goods as "the stuff of politics" (p. 7), where "who gets what in terms of money, status, power, and acceptance" (p. 7) is always at stake. College STEM students with MIoSG must navigate cisheteronormative D/discourses in order to receive the social goods of inclusion and affirmation in collegiate STEM contexts, as well as broadly across college campuses (Forsythe et al, 2023). constant comparative analysis (CCA; Charmaz, 2014) we found profuse data which illuminates how cisheteronormative D/discourses in collegiate STEM contexts perpetuate power, privilege, and oppression of people with MIoSG.…”

Section: D/discourses Of Power and Miosg Stem Studentsmentioning

confidence: 81%

“…Students notice the lack of MIoSG representation in STEM and have to navigate these environments carefully in order to assess whether they can be out or not (Cech and Waidzunas, 2011;Hughes, 2017;Mattheis et al, 2020) and what, if any, protections might be afforded to them by educational policy (Meyer and Quantz, 2021). Additionally, college STEM students with MIoSG who seek affirming spaces through STEM clubs or organizations must navigate the fore fronting and/or backgrounding of multiply marginalized identities as they seek belonging and community, as well as the presence or absence of such spaces, on their campuses (Forsythe et al, 2023).…”

Section: D/discourses Of Power and Miosg Stem Studentsmentioning

confidence: 99%

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Disrupting cisheteronormativity in STEM through humanism

et al. 2023

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Cisheteronormativity is prevalent throughout college STEM discourses and classrooms. In this paper, we present findings from a U.S. based study focused on the experiences of collegiate STEM students with minoritized identities of sexuality and gender (MIoSG) as the backdrop for discussing how current harmful ideologies in STEM perpetuate cisheteronormativity through discursive practice. We propose that humanistic classrooms and pedagogy can work to dismantle cisheteronormative D/discourses in STEM and create MIoSG inclusive STEM classrooms and programs. Our findings highlight the ways participants experienced cisheteronormative D/discourses in their collegiate STEM contexts. We discuss how these experiences might be mitigated through humanistic educational approaches in college STEM contexts. Our aim is for readers to gain simultaneous theoretical and pragmatic insights on how cisheteronormative D/discourses operate in collegiate STEM classrooms and educational programs.

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Section: D/discourses Of Power and Miosg Stem Studentsmentioning

confidence: 81%

Section: D/discourses Of Power and Miosg Stem Studentsmentioning

confidence: 99%

Disrupting cisheteronormativity in STEM through humanism

et al. 2023

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“…Despite the benefits, MIoSG students can also face challenges when attempting to become involved in campus organizations, including concerns for safety (Forsythe et al, 2023) or only receiving partial acceptance from their peers or mentors (Marine and Nicolazzo, 2014;Miller & Downey, 2020;Vaccaro & Mena, 2011). For example, Forsythe et al (2023), found that students with MIoSG must make calculated decisions on whether to participate in organizations they may be outed in for fear of harassment by their peers or fear of professional ramifications within their fields. To address these concerns, many campuses have organized identity-specific organizations to help increase students' sense of belonging and persistence through their degrees.…”

Section: Involvement Benefitsmentioning

confidence: 99%

Untitled

2024

JCAPS

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It focuses on publishing rigorous, relevant, and respected scholarship related to postsecondary education cocurricular campus activities, and translating such scholarship to practice. It especially encourages submissions from practitioners throughout higher education. Typical submissions to the journal cover topics such as: Student and leadership development within campus activities Programming within a diverse and multicultural campus Advising students and their organizations Campus programming, governance, and/or funding boards Assessing the effects of student involvement in campus activities Navigating political and legal issues in working with students Professional development for staff and faculty who work with studentsAuthors can find more information about the submission process at naca.org/JCAPS.The Journal of Campus Activities Practice & Scholarship is published biannually by the National Association for Campus Activities. Statements of fact and opinion, or other claims made herein, are the responsibility of the authors and do not imply an opinion on the part of NACA® office employees, or officers, staff and other members of the Association. All rights reserved, including the right to reproduce the contents of JCAPS either in whole or in part. Any reproduction includes, but is not limited to, computerized storage of information for later retrieval or audio, visual, print or internet purposes. All protections offered under federal copyright law will be strictly pursued, and no reproduction of any portion of this publication may occur without specific written permission from NACA. No material can be copied in any form if the purpose is to sell the material.NACA, National Association for Campus Activities, The Journal of Campus Activities Practice & Scholarship, JCAPS, and all other designated trademarks, service marks, and trade names (collectively the "Marks") are trademarks or registered trademarks of and are proprietry to NACA, or other respective owners that have granted NACA the right and license to use such Marks.

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“…Scientific conferences provide opportunities for scientific and professional education, as well as networking that is critical to career growth. However, discrimination based on gender and sexual orientation continues to permeate professional spaces in the sciences, preventing queer and trans scientists from fully engaging in conferences without compartmentalizing or censoring their identities ( 10 – 13 ). Furthermore, a “just-focus-on-the-science” culture prevalent in these spaces dissuades marginalized groups from vocalizing the issues they face, thus stifling progress toward inclusivity and diversity ( 14 ).…”

Section: Introductionmentioning

confidence: 99%

Building a queer- and trans-inclusive microbiology conference

Gregor,

Johnston,

Coe

et al. 2023

mSystems

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Microbiology conferences can be powerful places to build collaborations and exchange ideas, but for queer and transgender (trans) scientists, they can also become sources of alienation and isolation. Many conference organizers would like to create welcoming and inclusive events but feel ill-equipped to make this vision a reality, and a historical lack of representation of queer and trans folks in microbiology means we rarely occupy these key leadership roles ourselves. Looking more broadly, queer and trans scientists are systematically marginalized across scientific fields, leading to disparities in career outcomes, professional networks, and opportunities, as well as the loss of unique scientific perspectives at all levels. For queer and trans folks with multiple, intersecting, marginalized identities, these barriers often become even more severe. Here, we draw from our experiences as early-career microbiologists to provide concrete, practical advice to help conference organizers across research communities design inclusive, safe, and welcoming conferences, where queer and trans scientists can flourish.

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Negotiated Involvement in Stem Organizations by Students With Minoritized Identities of Sexuality and/or Gender

Cited by 6 publications

References 42 publications

Disrupting cisheteronormativity in STEM through humanism

Disrupting cisheteronormativity in STEM through humanism

Untitled

Building a queer- and trans-inclusive microbiology conference

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