Calculating Queer Acceptance and Visibility in STEM Environments

• In Event: Creating and Interrogating Inclusive Mathematics Environments: Considerations, Barriers, and Recommendations for Practice and Policy

Abstract

Objectives. 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.

Perspective. We use the term “queer” to broadly refer to students with a minoritized sexual identity. The choice of the term queer is purposeful as it represents a political statement in terms of reclaiming the transgressive nature of the word queer, a term which has historically been used to denigrate individuals in society. 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.

Method/Data Sources. 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 with an eye towards secondary mathematics. Drawing on thematic analysis (Braun and Clarke, 2006), each of the 81 articles were analyzed to extract patterns within the data related to our research question, “What are the experiences of queer students in mathematics environments and what are the factors that help contribute to inclusive mathematics environments for queer students?”

Results. Queer students face many of the same types of barriers experienced by other minoritized populations, but there are a number of key differences namely the the potential for one’s queer identity to be less visible. As such, Queer identity is often marginalized in STEM through pressures that cast it as irrelevant and unseen. The perceived masculine and heteronormative nature of mathematical environments impacts queer students when defining their queer identity and coming out in the classroom. This often results in a cognitively stressful experience, 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.

Significance. Given the importance of identity development to academic success, understanding how to promote inclusive math environments for queer youth is a critical area of focus. Our research synthesis highlights a number of promising practices to promote inclusive math environments for queer students to combat the heteronormative influence in mathematics, yet also illustrates the dearth of literature on this topic.

Authors

• Matthew K Voigt, Clemson University

• Daniel Reinholz, San Diego State University