Examining the Academic Microsystems of Successful LGBT STEM Majors

• In Event: The Changing Face of STEM: Intersections of Race, Gender, and Sexual Orientation

Abstract

Lesbian, gay, bisexual, and transgender (LGBT) people are considered by many to be underrepresented in the science, technology, engineering, and mathematics (STEM) fields (Bilimoria & Stewart, 2009; Simmons & Barthelemy, 2013). However, empirical studies of their experiences are sparse. Do LGBT people experience a “chilly” climate in STEM as has been well-documented for underrepresented people of color and women? This study explores the ecological systems of successful LGBT college students who are STEM majors in an effort to better understand academic microsystems and their role in LGBT STEM students’ ecological systems. Qualitative data from 14 interviews are analyzed and presented within the framework of Bronfenbrenner’s (2005) process-person-context-time model.

Authors

• Jodi L Linley, Michigan State University

• Kristen A. Renn, Michigan State University

• Michael R Woodford, University of Michigan