LGBT Inclusion in STEM: Transformative Possibilities for Teaching and Learning Research

Session Type: Symposium

Abstract

Research regarding the experiences of lesbian, gay, bisexual, and transgender(LGBT)-identified learners and teachers in science, technology, engineering, and mathematics (STEM) at all academic levels has only recently begun there is evidence that the climate for LGBT faculty in higher education science and engineering is exclusionary and hostile. Little is presently known about these students’ experiences in STEM courses or how these experiences affect their trajectories into and success in STEM-related professions. This session provides an overview of empirical research related to LGBT-identified learners and teachers in STEM and engages panelists and attendees in a discussion about what and how further educational research may promote transformation in STEM teaching and learning.

Sub Unit

• SIG-Science Teaching and Learning

Chair

• Mary H. Hoelscher, Saint Paul Public Schools

Papers

• LGBT-Inclusive Curricula in STEM Subjects: Changes Over Time and Associated Academic Benefits - Neal A. Palmer, GLSEN:Gay, Lesbian & Straight Education Network

• Science Teacher Candidates’ LGBTQ-Inclusive Praxis - Mary H. Hoelscher, Saint Paul Public Schools

• Lessons for Educational Practice and Policy From a National Survey of LGBTQ Individuals in STEM - Allison Mattheis, California State University - Los Angeles

• Effects of Climate Perceptions and Harassment on the Persistence of LGBT Students and Faculty in STEM - Ramón Barthelemy, Western Michigan University; Susan Rankin, The Pennsylvania State University; Eric Vincent Patridge, oSTEM Incorporated

Discussant

• Alberto J. Rodriguez, Purdue University