Queering Secondary STEM Curriculum

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 3
  In Roundtable Session: STEM & Queerness in Education: Disrupting Normativity, Curriculum, and Reimagination

Abstract

STEM education has historically marginalized queer identities, shaping inaccurate curricula and fostering unwelcoming classroom environments. To address this, my research uses design-based research to investigate the design of queer-inclusive STEM curricular resources. I partnered with in-service secondary STEM teachers amidst a professional development course to co-create curricular resources. My research is grounded in queer theory, using a queer literacy framework to collaboratively develop inclusive design principles. My findings revealed a strong desire by teacher participants for more authentic and fluid representations of gender and sexuality in STEM curricula, particularly beyond the biological science discipline. My study emphasizes the importance of teacher collaboration research and underscores the need for more resources to foster equity for LGBTQIA+ students in STEM classrooms.

Author

• Kyle C. Nolting, University of Denver