1
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Wilton M, Maloy J, Beaster-Jones L, Sato BK, Lo SM, Grunspan DZ. Instructional Influencers: Teaching Professors as Potential Departmental Change Agents in Diversity, Equity, and Inclusion. CBE LIFE SCIENCES EDUCATION 2024; 23:ar35. [PMID: 39024536 DOI: 10.1187/cbe.24-03-0102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/20/2024]
Abstract
At many research-intensive universities in North America, there is a disproportionate loss of minoritized undergraduate students from Science, Technology, Engineering, and Mathematics (STEM) majors. Efforts to confront this diversity, equity, and inclusion (DEI) challenge, such as faculty adoption of evidenced-based instructional approaches that promote student success, have been slow. Instructional and pedagogical change efforts at the academic department level have been demonstrated to be effective at enacting reform. One potential strategy is to embed change agent individuals within STEM departments that can drive change efforts. This study seeks to assess whether tenure-track, teaching-focused faculty housed in STEM departments are perceived as influential on the instructional and pedagogical domains of their colleagues. To answer this, individuals across five STEM departments at large, research-intensive campuses identified faculty who were influential upon six domains of their instruction and pedagogy. Social network analysis of individuals in these departments revealed heterogeneity across the instructional domains. Some, like the teaching strategies network, are highly connected and involve the majority of the department; while others, like the DEI influence network, comprise a significantly smaller population of faculty. Importantly, we demonstrate that tenure-track, teaching-focused faculty are influential across all domains of instruction, but are disproportionately so in the sparsely populated DEI influence networks.
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Affiliation(s)
- Mike Wilton
- Department of Molecular, Cellular, and Developmental Biology, University of California, Santa Barbara, Santa Barbara, CA 93117
| | - Jeffrey Maloy
- Department of Molecular Cell and Developmental Biology and Department of Life Sciences Core Education, University of California, Los Angeles, Los Angeles, CA 90095
| | - Laura Beaster-Jones
- Molecular and Cell Biology Department, University of California, Merced, Merced, CA 95343
| | - Brian K Sato
- Division of Teaching Excellence and Innovation, Department of Molecular Biology and Biochemistry, University of California, Irvine, Irvine, CA 92697
| | - Stanley M Lo
- Department of Cell and Developmental Biology, Joint Doctoral Program in Mathematics and Science Education, and Research Ethics Program, University of California, San Diego, La Jolla, CA 92093
| | - Daniel Z Grunspan
- Department of Integrative Biology, University of Guelph, Guelph, ON N1G 2W1
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2
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Busch CA, Araghi T, He J, Cooper KM, Brownell SE. Beyond Gender and Race: The Representation of Concealable Identities Among College Science Instructors at Research Institutions. CBE LIFE SCIENCES EDUCATION 2024; 23:ar9. [PMID: 38557233 PMCID: PMC11235101 DOI: 10.1187/cbe.23-09-0170] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2023] [Revised: 02/27/2024] [Accepted: 03/13/2024] [Indexed: 04/04/2024]
Abstract
Concealable stigmatized identities (CSIs) are identities that can be kept hidden and carry negative stereotypes. To understand the potential influence instructors have as role models, we must first explore the identities instructors have and whether they disclose those identities to undergraduates. We surveyed national samples of science instructors (n = 1248) and undergraduates (n = 2428) at research institutions to assess the extent to which instructors hold CSIs, whether they reveal those identities to undergraduates, how the prevalence of CSIs among instructors compares to their prevalence among undergraduates, and the reasons instructors reveal or conceal their CSIs. The most common CSIs instructors reported were having anxiety (35%) and being a first-generation college student (29%). Relatively few instructors revealed CSIs to students. The largest mismatches of CSI prevalence were for struggling academically in college (-30%) and having anxiety (-25%); all mismatches grew when accounting for instructor CSI disclosure, highlighting that students perceive fewer role models of scientists with CSIs than actually exist.
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Affiliation(s)
- Carly A. Busch
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University; Tempe, AZ 85287
| | - Tala Araghi
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University; Tempe, AZ 85287
| | - Jingyi He
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University; Tempe, AZ 85287
| | - Katelyn M. Cooper
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University; Tempe, AZ 85287
| | - Sara E. Brownell
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University; Tempe, AZ 85287
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3
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Goodwin EC, Gin LE, Aeschliman A, Afoakwa AK, Allred BA, Avalle ST, Bell A, Berkheimer J, Brzezinski H, Campos R, Emerson H, Hess SC, Montelongo AM, Noshirwani N, Shelton WL, Valdez EM, White J, White Q, Wittekind E, Cooper KM, Brownell SE. Who is Represented in the Research on Undergraduate Research Experiences in the Natural Sciences? A Review of Literature. CBE LIFE SCIENCES EDUCATION 2024; 23:ar28. [PMID: 38805586 PMCID: PMC11235117 DOI: 10.1187/cbe.23-07-0137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2024]
Abstract
Positive outcomes from undergraduate research experiences (UREs) have resulted in calls to broaden and diversify participation in research. However, we have little understanding of what demographics are reported and considered in the analyses of student outcomes from UREs. Without this information, it is impossible to assess whether participation in UREs has been diversified and how outcomes may vary by participant identity. Through a comprehensive literature search, we systematically identified 147 peer-reviewed research articles on student participation in UREs in the natural sciences, published between 2014 and 2020. We coded each paper to document which student demographic variables are reported and considered in analyses. The majority (88%) of articles on UREs reported at least one demographic variable and 62% incorporate demographics into their analyses, but demographics beyond gender and race/ethnicity were infrequently considered. Articles on independent research apprenticeships included demographics in their analyses more frequently than studies on course-based undergraduate research experiences (CUREs). Trends in reporting and analyzing demographics did not change from 2014 to 2020. Future efforts to collect these data will help assess whether goals to diversify UREs are being met and inform how to design UREs to meet the needs of diverse student groups.
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Affiliation(s)
- Emma C Goodwin
- Research for Inclusive STEM Education Center, School of Life Sciences, and
| | - Logan E Gin
- Research for Inclusive STEM Education Center, School of Life Sciences, and
| | - Allyson Aeschliman
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Adwoa Kumi Afoakwa
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Bryttani A Allred
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Sarah T Avalle
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Amanda Bell
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Jessica Berkheimer
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Hannah Brzezinski
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Rachel Campos
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Hozhoo Emerson
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Savage Cree Hess
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Arron M Montelongo
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Nereus Noshirwani
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - W Levi Shelton
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Emma M Valdez
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Jennifer White
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Quinn White
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Ehren Wittekind
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Katelyn M Cooper
- Research for Inclusive STEM Education Center, School of Life Sciences, and
| | - Sara E Brownell
- Research for Inclusive STEM Education Center, School of Life Sciences, and
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4
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Dunk RDP, Malmquist SJ, Prescott KK, Ewell SN, Henning JA, Ballen CJ. How Do Students Critically Evaluate Outdated Language That Relates to Gender in Biology? CBE LIFE SCIENCES EDUCATION 2024; 23:ar24. [PMID: 38728229 PMCID: PMC11235110 DOI: 10.1187/cbe.23-07-0125] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2024]
Abstract
Cisheteronormative ideologies are infused into every aspect of society, including undergraduate science. We set out to identify the extent to which students can identify cisheteronormative language in biology textbooks by posing several hypothetical textbook questions and asking students to modify them to make the language more accurate (defined as "correct; precise; using language that applies to all people"). First, we confirmed that textbooks commonly use language that conflates or confuses sex and gender. We used this information to design two sample questions that used similar language. We examined what parts of the questions students modified, and the changes they recommended. When asked to modify sample textbook questions, we found the most common terms or words that students identified as inaccurate were related to infant gender identity. The most common modifications that students made were changing gender terms to sex terms. Students' decisions in this exercise differed little across three large biology courses or by exam performance. As the science community strives to promote inclusive classrooms and embrace the complexity of human gender identities, we provide foundational information about students' ability to notice and correct inaccurate language related to sex and gender in biology.
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Affiliation(s)
- Ryan D P Dunk
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Sarah J Malmquist
- Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455
| | - Kristina K Prescott
- Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455
| | - Sharday N Ewell
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | | | - Cissy J Ballen
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
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5
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Busch CA, Bhanderi PB, Cooper KM, Brownell SE. Few LGBTQ+ Science and Engineering Instructors Come Out to Students, Despite Potential Benefits. CBE LIFE SCIENCES EDUCATION 2024; 23:ar17. [PMID: 38620008 PMCID: PMC11235102 DOI: 10.1187/cbe.23-10-0181] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2023] [Revised: 02/06/2024] [Accepted: 03/22/2024] [Indexed: 04/17/2024]
Abstract
LGBTQ+ undergraduates have higher attrition from science and engineering (S&E) than straight and cisgender undergraduates and perceive that having LGBTQ+ instructors would benefit them. However, it is unknown how many S&E instructors are LGBTQ+, the extent to which they disclose this information to students, and how disclosure affects all students, both LGBTQ+ and non-LGBTQ+. In study I, we surveyed 108 LGBTQ+ S&E instructors across the U.S. to explore the extent to which they reveal their LGBTQ+ identities across professional contexts and why they reveal or conceal their identities to undergraduates. Overall, 75% of instructors came out to at least some colleagues but only 48% came out to any undergraduates. Instructors most commonly chose to conceal LGBTQ+ identities from undergraduates because they perceived their identities to be irrelevant to course content and anticipated negative student reactions. In study II, 666 introductory biology undergraduates were randomly assigned to evaluate one of two identical teaching demonstration videos except the instructor revealed her LGBTQ+ identity in one but not the other. We assessed differences in students' impressions of the instructor across conditions. We found no differences in most ratings of the instructor except participants reported higher rapport with the instructor when she came out.
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Affiliation(s)
- Carly A. Busch
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | - Parth B. Bhanderi
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | - Katelyn M. Cooper
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | - Sara E. Brownell
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281
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6
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Binning KR, Doucette D, Conrique BG, Singh C. Unlocking the Benefits of Gender Diversity: How an Ecological-Belonging Intervention Enhances Performance in Science Classrooms. Psychol Sci 2024; 35:226-238. [PMID: 38346078 DOI: 10.1177/09567976231221534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/16/2024] Open
Abstract
Gender diversity signals inclusivity, but meta-analyses suggest that it does not boost individual or group performance. This research examined whether a social-psychological intervention can unlock the benefits of gender diversity on college physics students' social and academic outcomes. Analyses of 124 introductory physics classrooms at a large research institution in the eastern United States (N = 3,605) indicated that in classrooms doing "business as usual," cross-gender collaboration was infrequent, there was a substantial gender gap in physics classroom belonging, and classroom gender diversity had no effect on performance. The ecological-belonging intervention aimed to establish classroom norms that adversity in the course is normal and surmountable. In classrooms receiving the intervention, cross-gender interaction increased 51%, the gender gap in belonging was reduced by 47%, and higher classroom diversity was associated with higher course grades and 1-year grade point average for both men and women. Addressing contextual belongingness norms may help to unlock the benefits of diversity.
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Affiliation(s)
- Kevin R Binning
- Department of Psychology and Learning Research and Development Center, University of Pittsburgh
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7
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Reidy DE, Wood L. The mental health of undergraduate women majoring in STEM. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2024:1-6. [PMID: 38227921 DOI: 10.1080/07448481.2023.2299426] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Accepted: 12/15/2023] [Indexed: 01/18/2024]
Abstract
Objective: Women in STEM often experience gender-based micro-aggressions and harassment. This is particularly true in male-dominated STEM disciplines. Such victimizations may place women at heightened risk for psychopathology. Yet, there has been little research examining the mental health of women in STEM. We compare anxiety/depression, trauma symptoms, and suicide risk for women majoring in gender-balanced/unbalanced STEM compared to non-STEM disciplines at institutions of higher education (IHEs). Methods: Data were collected from undergraduate women (N = 318) at five IHEs in the U.S. Sampling was stratified by male-dominated STEM, gender-balanced STEM, male-dominated non-STEM, and gender-balanced non-STEM majors. Data were analyzed with fixed effects linear regression. Results: Contrary to expectation, women in male-dominated STEM did not report more trauma or psychopathology than their peers. However, women in gender-balanced STEM majors reported more anxiety/depression and trauma symptoms than non-STEM women and women in male-dominated STEM majors. Conclusions: These data suggest that matriculating into certain STEM fields may have an impact on women's mental health. IHEs should ensure women in STEM are provided the structural supports to maintain their health, academic success, and professional trajectories.
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Affiliation(s)
- Dennis E Reidy
- School of Public Health, Center for Research on Interpersonal Violence, Georgia State University, Atlanta, Georgia, USA
| | - Leila Wood
- School of Nursing, Center for Violence Prevention, The University of Texas Medical Branch, Galveston, Texas, USA
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8
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Esparza D, Hernández-Gaytan AA, Olimpo JT. Gender Identity and Student Perceptions of Peer Research Aptitude in CUREs and Traditional Laboratory Courses in the Biological Sciences. CBE LIFE SCIENCES EDUCATION 2023; 22:ar53. [PMID: 37991869 PMCID: PMC10756035 DOI: 10.1187/cbe.22-03-0054] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2022] [Revised: 08/28/2023] [Accepted: 09/13/2023] [Indexed: 11/24/2023]
Abstract
While several studies have investigated gender inequities in the social learning environment of biology lecture courses, that same phenomenon remains largely unexplored in biology laboratory contexts. We conducted a mixed methods study to understand the influence of gender on student perceptions of their peers' research aptitude in introductory biology CUREs and traditional laboratory courses. Specifically, students (N = 125) were asked to complete a name generator survey at three time points across the semester. This survey asked students to list the names of peers whom they viewed as "most proficient" in the course investigations and to justify their choice via an open-ended response prompt. Using social network analysis, exponential random graph modeling (ERGM), and thematic analysis, we demonstrate that student gender identity did not influence nomination behaviors in CURE or traditional laboratory courses. However, the ERGMs reveal the presence of a popularity effect in CUREs and demonstrate that mutual nominations were more prevalent in traditional laboratory courses. Our qualitative data further provide insights into the reasons students nominated peers as proficient in CURE and traditional courses.
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Affiliation(s)
- David Esparza
- Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968
| | | | - Jeffrey T. Olimpo
- Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968
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9
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Farrar VS, Aguayo BYC, Caporale N. Gendered Performance Gaps in an Upper-Division Biology Course: Academic, Demographic, Environmental, and Affective Factors. CBE LIFE SCIENCES EDUCATION 2023; 22:ar52. [PMID: 37906692 PMCID: PMC10756041 DOI: 10.1187/cbe.23-03-0041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Revised: 09/15/2023] [Accepted: 09/27/2023] [Indexed: 11/02/2023]
Abstract
Despite the existent gender parity in undergraduate biology degree attainment, gendered differences in outcomes are prevalent in introductory biology courses. Less is known about whether these disparities persist at the upper-division level, after most attrition is assumed to have occurred. Here, we report the consistent presence of gender equity gaps across 35 offerings (10 years) of a large-enrollment upper-division biology course at a research-intensive public university. Multilevel modeling showed that women's grades were lower than men's, regardless of prior GPA. These gender gaps were present even when controlling for students' race/ethnicity, socioeconomic status, first-generation college-going status, international status, and transfer status. Class size, gender representation in the classroom, and instructor gender did not significantly relate to course grades. Student questionnaires in a subset of offerings indicated gendered differences in course anxiety, science identity, and science self-efficacy, which correlated with grade outcomes. These results suggest that women experience differential outcomes in upper-division biology, which may negatively influence their persistence in STEM fields postgraduation. Our findings suggest that gender disparities are a systemic problem throughout the undergraduate biology degree and underscore the need for further examination and transformation of upper-division courses to support all students, even at late stages of their degrees.
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Affiliation(s)
- Victoria S. Farrar
- Department of Neurobiology, Physiology and Behavior, University of California Davis, Davis, CA 95616
| | | | - Natalia Caporale
- Department of Neurobiology, Physiology and Behavior, University of California Davis, Davis, CA 95616
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10
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Boyle EA, Goldberg G, Schmok JC, Burgado J, Izidro Layng F, Grunwald HA, Balotin KM, Cuoco MS, Chang KC, Ecklu-Mensah G, Arakaki AKS, Ahmed N, Garcia Arceo X, Jagannatha P, Pekar J, Iyer M, Yeo GW. Junior scientists spotlight social bonds in seminars for diversity, equity, and inclusion in STEM. PLoS One 2023; 18:e0293322. [PMID: 37917746 PMCID: PMC10621980 DOI: 10.1371/journal.pone.0293322] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Accepted: 10/10/2023] [Indexed: 11/04/2023] Open
Abstract
Disparities for women and minorities in science, technology, engineering, and math (STEM) careers have continued even amidst mounting evidence for the superior performance of diverse workforces. In response, we launched the Diversity and Science Lecture series, a cross-institutional platform where junior life scientists present their research and comment on diversity, equity, and inclusion in STEM. We characterize speaker representation from 79 profiles and investigate topic noteworthiness via quantitative content analysis of talk transcripts. Nearly every speaker discussed interpersonal support, and three-fifths of speakers commented on race or ethnicity. Other topics, such as sexual and gender minority identity, were less frequently addressed but highly salient to the speakers who mentioned them. We found that significantly co-occurring topics reflected not only conceptual similarity, such as terms for racial identities, but also intersectional significance, such as identifying as a Latina/Hispanic woman or Asian immigrant, and interactions between concerns and identities, including the heightened value of friendship to the LGBTQ community, which we reproduce using transcripts from an independent seminar series. Our approach to scholar profiles and talk transcripts serves as an example for transmuting hundreds of hours of scholarly discourse into rich datasets that can power computational audits of speaker diversity and illuminate speakers' personal and professional priorities.
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Affiliation(s)
- Evan A. Boyle
- Department of Cellular & Molecular Medicine, University of California San Diego, La Jolla, CA, United States of America
| | - Gabriela Goldberg
- Department of Cellular & Molecular Medicine, University of California San Diego, La Jolla, CA, United States of America
| | - Jonathan C. Schmok
- Department of Cellular & Molecular Medicine, University of California San Diego, La Jolla, CA, United States of America
| | - Jillybeth Burgado
- Molecular Neurobiology Laboratory, The Salk Institute for Biological Studies, San Diego, CA, United States of America
| | - Fabiana Izidro Layng
- Cancer Center, Sanford Burnham Prebys Medical Discovery Institute, San Diego, CA, United States of America
| | - Hannah A. Grunwald
- Department of Genetics, Harvard Medical School, Boston, MA, United States of America
| | - Kylie M. Balotin
- Department of Biomedical Engineering, Vanderbilt University, Nashville, TN, United States of America
| | - Michael S. Cuoco
- Laboratory of Genetics, The Salk Institute for Biological Studies, San Diego, CA, United States of America
| | - Keng-Chi Chang
- Department of Political Science, University of California San Diego, La Jolla, CA, United States of America
| | - Gertrude Ecklu-Mensah
- Department of Pediatrics, University of California San Diego, La Jolla, CA, United States of America
| | - Aleena K. S. Arakaki
- Human Biology Division, Fred Hutchinson Cancer Research Center, Seattle, Washington, United States of America
| | - Noorsher Ahmed
- Department of Cellular & Molecular Medicine, University of California San Diego, La Jolla, CA, United States of America
| | - Ximena Garcia Arceo
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, CA, United States of America
| | - Pratibha Jagannatha
- Department of Cellular & Molecular Medicine, University of California San Diego, La Jolla, CA, United States of America
| | - Jonathan Pekar
- Department of Biomedical Informatics, University of California San Diego, La Jolla, CA, United States of America
| | - Mallika Iyer
- Graduate School of Biomedical Sciences, Sanford Burnham Prebys Medical Discovery Institute, San Diego, CA, United States of America
| | | | - Gene W. Yeo
- Department of Cellular & Molecular Medicine, University of California San Diego, La Jolla, CA, United States of America
- Stem Cell Program, University of California San Diego, La Jolla, CA, United States of America
- Institute for Genomic Medicine, University of California San Diego, La Jolla, CA, United States of America
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11
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Gregor R, Johnston J, Coe LSY, Evans N, Forsythe D, Jones R, Muratore D, de Oliveira BFR, Szabo R, Wan Y, Williams J, Chappell CR, Matsuda SB, Ortiz Alvarez de la Campa M, Weissman JL. Building a queer- and trans-inclusive microbiology conference. mSystems 2023; 8:e0043323. [PMID: 37800938 PMCID: PMC10783533 DOI: 10.1128/msystems.00433-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/07/2023] Open
Abstract
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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Affiliation(s)
- Rachel Gregor
- Department of Civil and Environmental Engineering, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
| | - Juliet Johnston
- Georgia Institute of Technology, School of Civil and Environmental Engineering, Atlanta, Georgia, USA
| | - Lisa Shu Yang Coe
- Division of Science, Biology Program, New York University Abu Dhabi, Abu Dhabi, UAE
- Department of Biology, University of Florida, Gainesville, Florida, USA
| | - Natalya Evans
- Marine Science Institute, University of California, Santa Barbara, California, USA
| | - Desiree Forsythe
- Schmid College of Science and Technology, Chapman University, Orange, California, USA
| | - Robert Jones
- U.S. Army Engineer Research and Development Center, Cold Regions Research and Engineering Laboratory, Hanover, New Hampshire, USA
| | | | | | - Rachel Szabo
- Department of Civil and Environmental Engineering, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
| | - Yu Wan
- NIHR Health Protection Research Unit in Healthcare Associated Infections and Antimicrobial Resistance, Department of Infectious Disease, Imperial College London, London, United Kingdom
| | - Jelani Williams
- Department of Biological Sciences, University of Southern California, Los Angeles, California, USA
| | | | - Shayle B. Matsuda
- Daniel P. Haerther Center for Conservation and Research, John G. Shedd Aquarium, Chicago, Illinois, USA
| | | | - Queer and Trans in Microbiology Consortium
FagreAnna C.FreseSteven A.HamiltonMariaLabbateMaurizioMollnerMcKMoroenyaneItumelengPacciani-MoriLeonardoPiedadeGonçalo J.PontrelliSammyYangMica Y.WeissAnna C. B.ZablockiOlivierVyasHeema Kumari Nilesh
- Department of Civil and Environmental Engineering, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- Georgia Institute of Technology, School of Civil and Environmental Engineering, Atlanta, Georgia, USA
- Division of Science, Biology Program, New York University Abu Dhabi, Abu Dhabi, UAE
- Department of Biology, University of Florida, Gainesville, Florida, USA
- Marine Science Institute, University of California, Santa Barbara, California, USA
- Schmid College of Science and Technology, Chapman University, Orange, California, USA
- U.S. Army Engineer Research and Development Center, Cold Regions Research and Engineering Laboratory, Hanover, New Hampshire, USA
- Santa Fe Institute, Santa Fe, New Mexico, USA
- Department of Microbiology and Parasitology, Biomedical Institute, Fluminense Federal University, Niterói, Rio de Janeiro, Brazil
- NIHR Health Protection Research Unit in Healthcare Associated Infections and Antimicrobial Resistance, Department of Infectious Disease, Imperial College London, London, United Kingdom
- Department of Biological Sciences, University of Southern California, Los Angeles, California, USA
- Department of Biology, Stanford University, Stanford, California, USA
- Daniel P. Haerther Center for Conservation and Research, John G. Shedd Aquarium, Chicago, Illinois, USA
- Department of Molecular Microbiology & Immunology, Brown University, Providence, Rhode Island, USA
| | - J. L. Weissman
- Schmid College of Science and Technology, Chapman University, Orange, California, USA
- Department of Biological Sciences, University of Southern California, Los Angeles, California, USA
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12
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Steingard CH, Wollmuth EM, Murtha AN, Correa A. Write a Researcher: a Pen Pal Outreach Program for Middle and High School Students. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00240-22. [PMID: 37614874 PMCID: PMC10443389 DOI: 10.1128/jmbe.00240-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/19/2022] [Accepted: 04/02/2023] [Indexed: 08/25/2023]
Abstract
The decision to pursue a science, technology, engineering, and/or math (STEM) career is often made in middle and high school, yet many students do not have access to resources or opportunities to navigate this career path. Without guidance, obtaining a job in STEM may seem like a daunting or impossible task. Here, we present Write a Researcher, a program wherein middle and high school students were paired with STEM professionals at Cornell University as pen pals. Through personalized handwritten letters, students her empowered with advice, encouragement, and knowledge to support their understanding of STEM fields, advanced degrees, and careers. We share Write a Researcher here to encourage others to establish similar programs at their own institutions.
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Affiliation(s)
| | - Emily M. Wollmuth
- Department of Microbiology, Cornell University, Ithaca, New York, USA
| | - Andrew N. Murtha
- Department of Microbiology, Cornell University, Ithaca, New York, USA
| | - Alberto Correa
- Department of Microbiology, Cornell University, Ithaca, New York, USA
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13
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Busch CA, Cooper KM, Brownell SE. Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering. PLoS One 2023; 18:e0287795. [PMID: 37467167 DOI: 10.1371/journal.pone.0287795] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Accepted: 06/14/2023] [Indexed: 07/21/2023] Open
Abstract
Concealable stigmatized identities (CSIs) are hidden identities that carry negative stereotypes and can result in a loss of social status if revealed. Instructors often choose to conceal these CSIs due to anticipated negative student reactions, yet revealing CSIs can have a positive impact on undergraduates. Women are generally more likely to reveal personal aspects about themselves in social situations, but may face greater consequences for revealing a stigmatized identity to students given their already marginalized position in academic science and engineering. Therefore, in this study, we were interested in understanding to what extent there are differences between men and women science and engineering instructors in (i) the representation of CSIs, (ii) their decisions to reveal CSIs to undergraduates in their classes, and (iii) their perceived stigma of CSIs. Based on a national survey of over 2,000 instructors in science and engineering from very high research activity doctoral institutions, we found that women were more likely than men to report having depression, anxiety, or a disability. Of instructors who held CSIs, women had 1.5x higher odds than men of revealing their CSIs to some undergraduates compared to no undergraduates and perceived greater stigma associated with all CSIs. Despite perceiving greater stigma associated with concealable stigmatized identities, women are more likely to reveal their CSIs to college science and engineering students, leading the way to a more diverse and inclusive scientific community by demonstrating themselves as role models for these identities.
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Affiliation(s)
- Carly A Busch
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona, United States of America
| | - Katelyn M Cooper
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona, United States of America
| | - Sara E Brownell
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona, United States of America
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14
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Ovid D, Abrams L, Carlson T, Dieter M, Flores P, Frischer D, Goolish J, Bernt MLF, Lancaster A, Lipski C, Luna JV, Luong LMC, Mullin M, Newman MJ, Quintero C, Reis J, Robinson F, Ross AJ, Simon H, Souza G, Taylor J, Ward KE, White YL, Witkop E, Yang C, Zenilman A, Zhang E, Schinske JN, Tanner KD. Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments. CBE LIFE SCIENCES EDUCATION 2023; 22:ar22. [PMID: 36951935 PMCID: PMC10228265 DOI: 10.1187/cbe.22-07-0149] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/01/2022] [Revised: 12/02/2022] [Accepted: 02/13/2023] [Indexed: 06/02/2023]
Abstract
Based on theoretical frameworks of scientist stereotypes, possible selves, and science identity, written assignments were developed to teach science content through biographies and research of counter-stereotypical scientists-Scientist Spotlights (www.scientistspotlights.org). Previous studies on Scientist Spotlight assignments showed significant shifts in how college-level biology students relate to and describe scientists and in their performance in biology courses. However, the outcomes of Scientist Spotlight assignments in secondary schools were yet to be explored. In collaboration with 18 science teachers from 12 schools, this study assessed the impacts of Scientist Spotlight assignments for secondary school students. We used published assessment tools: Relatability prompt; Stereotypes prompt; and Performance/Competence, Interest, and Recognition (PCIR) instrument. Statistical analyses compared students' responses before and after receiving at least three Scientist Spotlight assignments. We observed significant shifts in students' relatability to and descriptions of scientists as well as other science identity measures. Importantly, disaggregating classes by implementation strategies revealed that students' relatability shifts were significant for teachers reporting in-class discussions and not significant for teachers reporting no discussions. Our findings raise questions about contextual and pedagogical influences shaping student outcomes with Scientist Spotlight assignments, like how noncontent Instructor Talk might foster student shifts in aspects of science identity.
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Affiliation(s)
- Dax Ovid
- Department of Physiology and Pharmacology, University of Georgia, Athens 30602
| | - L’vannah Abrams
- San Mateo High School–San Mateo Union High School District, San Mateo, CA 94401
| | - Tess Carlson
- Wallenberg High School–San Francisco Unified School District, San Francisco, CA 94115
| | - Mark Dieter
- Encinal Junior Senior High School–Alameda Unified School District, Alameda, CA 94501
| | - Paulos Flores
- Department of Biology, Foothill College, Los Altos Hills, CA 94022
| | - David Frischer
- Abraham Lincoln High School–San Francisco Unified School District, San Francisco, CA 94116
| | - Jolie Goolish
- Department of Biology, Foothill College, Los Altos Hills, CA 94022
- Saint Mary's University of Minnesota, Minneapolis, MN 55404
| | | | - Amber Lancaster
- Wallenberg High School–San Francisco Unified School District, San Francisco, CA 94115
| | - Christopher Lipski
- Hillsdale High School–San Mateo Union High School District, San Mateo, CA 94403
| | - Joshua Vargas Luna
- Department of Biology, San Francisco State University, San Francisco, CA 94132
| | - Lucy M. C. Luong
- Department of Biology, San Francisco State University, San Francisco, CA 94132
| | - Marlene Mullin
- Eastside College Preparatory School–Ravenswood School District, Palo Alto, CA 94303
| | - Mia Janelle Newman
- K. International School Tokyo–Tokyo Metropolitan, Koto City, Tokyo 135-0021, Japan
| | - Carolina Quintero
- Department of Biology, San Francisco State University, San Francisco, CA 94132
| | - Julie Reis
- Abraham Lincoln High School–San Francisco Unified School District, San Francisco, CA 94116
| | - Freja Robinson
- Lowell High School–San Francisco Unified School District, San Francisco, CA 94132
| | - Allison James Ross
- Hillsdale High School–San Mateo Union High School District, San Mateo, CA 94403
| | - Hilary Simon
- Department of Biology, Foothill College, Los Altos Hills, CA 94022
| | - Gianne Souza
- Abraham Lincoln High School–San Francisco Unified School District, San Francisco, CA 94116
| | - Jess Taylor
- Department of Biology, Foothill College, Los Altos Hills, CA 94022
- Cornell University, Ithaca, NY 14850
| | - Katherine E. Ward
- Aragon High School–San Mateo Union High School District, San Mateo, CA 94402
| | | | - Emily Witkop
- Hillsdale High School–San Mateo Union High School District, San Mateo, CA 94403
| | - Christine Yang
- Chaffey High School–Chaffey Joint Union High School District, Ontario, CA 91762
| | - Aliza Zenilman
- San Mateo High School–San Mateo Union High School District, San Mateo, CA 94401
| | - Eddie Zhang
- Department of Biology, Foothill College, Los Altos Hills, CA 94022
| | | | - Kimberly D. Tanner
- Department of Biology, San Francisco State University, San Francisco, CA 94132
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15
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Jantz MK, Mak J, Dalrymple AN, Farooqui J, Grigsby EM, Herrera AJ, Pirondini E, Collinger JL. Lifting as we climb: Experiences and recommendations from women in neural engineering. Front Neurosci 2023; 17:1104419. [PMID: 36968482 PMCID: PMC10033556 DOI: 10.3389/fnins.2023.1104419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2022] [Accepted: 02/22/2023] [Indexed: 03/11/2023] Open
Abstract
Neural engineering is an emerging and multidisciplinary field in which engineering approaches are applied to neuroscience problems. Women are underrepresented in engineering fields, and indeed in science, technology, engineering, and mathematics (STEM) fields generally. Underrepresentation of women is particularly notable at later academic career stages, suggesting that even though women are interested in the field, barriers exist that ultimately cause them to leave. Here, we investigate many of the obstacles to women's success in the field of neural engineering and provide recommendations and materials to overcome them. We conducted a review of the literature from the past 15 years regarding the experiences of women in academic careers, as well as reports on the number of women in fields closely related to neural engineering from the National Science Foundation (NSF) and the American Society for Engineering Education (ASEE). Additionally, we interviewed six women in neural engineering who are involved in initiatives and outreach concerning the inclusion and experiences of women in engineering. Throughout the literature and interviews, we identified common themes spanning the role of identity and confidence, professional relationships, career-related hurdles, and personal and professional expectations. We explore each of these themes in detail and provide resources to support the growth of women as they climb within the field of neural engineering.
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Affiliation(s)
- Maria K. Jantz
- Rehab Neural Engineering Labs, University of Pittsburgh, Pittsburgh, PA, United States
- Department of Bioengineering, University of Pittsburgh, Pittsburgh, PA, United States
- Center for Neural Basis of Cognition, Pittsburgh, PA, United States
| | - Jennifer Mak
- Rehab Neural Engineering Labs, University of Pittsburgh, Pittsburgh, PA, United States
- Department of Bioengineering, University of Pittsburgh, Pittsburgh, PA, United States
- Center for Neural Basis of Cognition, Pittsburgh, PA, United States
| | - Ashley N. Dalrymple
- Rehab Neural Engineering Labs, University of Pittsburgh, Pittsburgh, PA, United States
- Department of Mechanical Engineering, Carnegie Mellon University, Pittsburgh, PA, United States
| | - Juhi Farooqui
- Rehab Neural Engineering Labs, University of Pittsburgh, Pittsburgh, PA, United States
- Center for Neural Basis of Cognition, Pittsburgh, PA, United States
- Neuroscience Institute, Carnegie Mellon University, Pittsburgh, PA, United States
| | - Erinn M. Grigsby
- Rehab Neural Engineering Labs, University of Pittsburgh, Pittsburgh, PA, United States
- Department of Physical Medicine and Rehabilitation, University of Pittsburgh, Pittsburgh, PA, United States
| | - Angelica J. Herrera
- Rehab Neural Engineering Labs, University of Pittsburgh, Pittsburgh, PA, United States
- Department of Bioengineering, University of Pittsburgh, Pittsburgh, PA, United States
- Center for Neural Basis of Cognition, Pittsburgh, PA, United States
| | - Elvira Pirondini
- Rehab Neural Engineering Labs, University of Pittsburgh, Pittsburgh, PA, United States
- Department of Bioengineering, University of Pittsburgh, Pittsburgh, PA, United States
- Center for Neural Basis of Cognition, Pittsburgh, PA, United States
- Department of Physical Medicine and Rehabilitation, University of Pittsburgh, Pittsburgh, PA, United States
| | - Jennifer L. Collinger
- Rehab Neural Engineering Labs, University of Pittsburgh, Pittsburgh, PA, United States
- Department of Bioengineering, University of Pittsburgh, Pittsburgh, PA, United States
- Center for Neural Basis of Cognition, Pittsburgh, PA, United States
- Department of Physical Medicine and Rehabilitation, University of Pittsburgh, Pittsburgh, PA, United States
- Department of Biomedical Engineering, Carnegie Mellon University, Pittsburgh, PA, United States
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16
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Volpatti LR, Bernin D, Bozzano G, Chuck-Hernandez C, Shawalliah Idris S, Mayolo-Deloisa K. Editorial: Women in chemical engineering. FRONTIERS IN CHEMICAL ENGINEERING 2023. [DOI: 10.3389/fceng.2023.1164380] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/08/2023] Open
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17
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Casper AMA, Rebolledo N, Lane AK, Jude L, Eddy SL. "It's completely erasure": A Qualitative Exploration of Experiences of Transgender, Nonbinary, Gender Nonconforming, and Questioning Students in Biology Courses. CBE LIFE SCIENCES EDUCATION 2022; 21:ar69. [PMID: 36112619 PMCID: PMC9727607 DOI: 10.1187/cbe.21-12-0343] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
Biology is the study of the diversity of life, which includes diversity in sex, gender, and sexual, romantic, and related orientations. However, a small body of literature suggests that undergraduate biology courses focus on only a narrow representation of this diversity (binary sexes, heterosexual orientations, etc.). In this study, we interviewed students with queer genders to understand the messages about sex, gender, and orientation they encountered in biology and the impact of these messages on them. We found five overarching themes in these interviews. Students described two narratives about sex, gender, and orientation in their biology classes that made biology implicitly exclusionary. These narratives harmed students by impacting their sense of belonging, career preparation, and interest in biology content. However, students employed a range of resilience strategies to resist these harms. Finally, students described the currently unrealized potential for biology and biology courses to validate queer identities by representing the diversity in sex and orientation in biology. We provide teaching suggestions derived from student interviews for making biology more queer-inclusive.
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Affiliation(s)
- A. M. Aramati Casper
- Department of Biology, Department of Civil and Environmental Engineering & Graduate Degree Program in Ecology, Colorado State University, Fort Collins, CO 80523-1372
| | - Nico Rebolledo
- Department of Biological Sciences, Florida International University, Miami, FL 33199
| | - A. Kelly Lane
- Biology Teaching and Learning, Minneapolis, MN 55455
| | | | - Sarah L. Eddy
- Department of Biological Sciences, Florida International University, Miami, FL 33199
- *Address correspondence to: Sarah L. Eddy ()
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Busch CA, Supriya K, Cooper KM, Brownell SE. Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course. CBE LIFE SCIENCES EDUCATION 2022; 21:ar37. [PMID: 35580002 PMCID: PMC9508908 DOI: 10.1187/cbe.21-06-0162] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Revised: 03/17/2022] [Accepted: 04/08/2022] [Indexed: 05/31/2023]
Abstract
Sharing personal information can help instructors build relationships with students, and instructors revealing concealable stigmatized identities (CSIs) may be particularly impactful. One CSI is the LGBTQ+ identity, but there has been no research on the student-perceived impact of an instructor revealing this identity. In this exploratory study conducted at an institution in the U.S. Southwest, an instructor revealed that she identifies as LGBTQ+ to her undergraduate biology course in less than 3 seconds. We surveyed students (n = 475) after 8 weeks to assess whether they remembered this, and if so, how they perceived it affected them. We used regression models to assess whether students with different identities perceived a disproportionate impact of the reveal. Most students perceived the instructor revealing her LGBTQ+ identity positively impacted them; regression results showed LGBTQ+ students and women perceived greater increased sense of belonging and confidence to pursue a science career. Students overwhelmingly agreed that instructors revealing their LGBTQ+ identities to students is appropriate. This study is the first to indicate the perceived impact of an instructor revealing her LGBTQ+ identity to students in the United States and suggests that a brief intervention could positively affect students.
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Affiliation(s)
- Carly A. Busch
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85282
| | - K. Supriya
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85282
- Center for Education Innovation and Learning in the Sciences, University of California, Los Angeles, Los Angeles, CA 90095
| | - Katelyn M. Cooper
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85282
| | - Sara E. Brownell
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85282
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19
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Campbell-Montalvo R, Malaykhan M, Smith CAS, Hughes Miller M, Puccia E, Mayberry M, Skvoretz J, Wao H. Sexual and gender minority undergraduates' relationships and strategies for managing fit in STEM. PLoS One 2022; 17:e0263561. [PMID: 35298464 PMCID: PMC8929613 DOI: 10.1371/journal.pone.0263561] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2021] [Accepted: 01/22/2022] [Indexed: 11/19/2022] Open
Abstract
Undergraduates with sexual and/or gender minority (SGM) identities, including lesbian, gay, bisexual, transgender, queer/questioning, pansexual, intersexual, asexual, or additional positionalities, often face an unwelcoming STEM microclimate. The STEM microclimate includes the places students experience, such as classrooms or labs, and the people, such as peers or professors, with whom they discuss their STEM program. While previous work offers a framework of microaggressions faced by SGM people, and the behavioral, cognitive, and emotional strategies they use to react to them, little is known about the strategies SGM students use to persist in the STEM microclimate. We analyze interviews with 29 SGM STEM undergraduates to uncover how they fit in STEM, their experiences that affect fit, how social capital in the form of influential others affects fit, and the strategies used to deal with microaggressions and cultivate a supportive network. Using thematic analysis, we find that students vary in their feelings of fit, with students with gender minority identities experiencing more frequent and more severe microaggressions than students with sexual minority identities (which are often less visible). We likewise find that students with racial minority identities report compounding issues related to identity. SGM students with social capital, or a network of people to whom they can turn in order to access advice and resources, believe they fit in better than those without such capital. To support their feelings of fit, students use defenses against discrimination, including micro-defenses, wherein they change how they present their self to avoid microaggressions and/or surround themselves with accepting people. This research highlights the role of microaggressions and social capital in affecting fit as well as the micro-defenses students use to defend against discrimination. Our introduction of the concept of micro-defenses provides a way to theorize about micro-interactional dynamics and the site at which students defend against microaggressions so they feel more welcome in STEM. Implications provide insight into how SGM students can be supported in STEM as well as the institutional changes STEM departments and campuses can make in order to better support and include SGM students.
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Affiliation(s)
- Rebecca Campbell-Montalvo
- Department of Curriculum and Instruction, Neag School of Education, University of Connecticut, Storrs, Connecticut, United States of America
| | - Mya Malaykhan
- Department of Curriculum and Instruction, Neag School of Education, University of Connecticut, Storrs, Connecticut, United States of America
| | - Chrystal A. S. Smith
- Department of Anthropology, University of Connecticut, Storrs, Connecticut, United States of America
| | - Michelle Hughes Miller
- Department of Women and Gender Studies, University of South Florida, Tampa, Florida, United States of America
| | - Ellen Puccia
- Beta Research Associates, Inc., Palmetto, Florida, United States of America
| | - Maralee Mayberry
- Department of Sociology, University of South Florida, Tampa, Florida, United States of America
| | - John Skvoretz
- Department of Sociology, University of South Florida, Tampa, Florida, United States of America
| | - Hesborn Wao
- Department of Curriculum and Instruction, Neag School of Education, University of Connecticut, Storrs, Connecticut, United States of America
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Casper AMA, Atadero RA, Fuselier LC. Revealing the queer-spectrum in STEM through robust demographic data collection in undergraduate engineering and computer science courses at four institutions. PLoS One 2022; 17:e0264267. [PMID: 35271597 PMCID: PMC8912177 DOI: 10.1371/journal.pone.0264267] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2021] [Accepted: 02/07/2022] [Indexed: 11/19/2022] Open
Abstract
Queer identities are often ignored in diversity initiatives, yet there is a growing body of research that describes notable heterosexist and gender-normative expectations in STEM that lead to unsupportive and discriminatory environments and to the lower persistence of queer individuals. Research on the experiences of queer-spectrum individuals is limited by current demographic practices. In surveys that are queer-inclusive there is no consensus on best practices, and individuals with queer genders and queer sexual, romantic, and related orientations are often lumped together in a general category (e.g. LGBTQ+). We developed two queer-inclusive demographics questions and administered them as part of a larger study in undergraduate engineering and computer science classes (n = 3698), to determine which of three survey types for gender (conventional, queered, open-ended) provided the most robust data and compared responses to national data to determine if students with queer genders and/or queer sexual, romantic, and related orientations were underrepresented in engineering and computer science programs. The gender survey with queer-identity options provided the most robust data, as measured by higher response rates and relatively high rates of disclosing queer identities. The conventional survey (male, female, other) had significantly fewer students disclose queer identities, and the open-ended survey had a significantly higher non-response rate. Allowing for multiple responses on the survey was important: 78% of those with queer gender identities and 9% of those with queer sexual, romantic and related orientations selected multiple identities within the same survey question. Queer students in our study were underrepresented relative to national data. Students who disclosed queer gender identities were 7/100ths of the expected number, and those with queer orientations were under-represented by one-quarter. Further work developing a research-based queered demographics instrument is needed for larger-scale changes in demographics practices, which will help others identify and address barriers that queer-spectrum individuals face in STEM.
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Affiliation(s)
- A. M. Aramati Casper
- Civil and Environmental Engineering Department, Colorado State University, Fort Collins, Colorado
- Graduate Degree Program in Ecology, Colorado State University, Fort Collins, Colorado
- Department of Biology, Colorado State University, Fort Collins, Colorado
| | - Rebecca A. Atadero
- Civil and Environmental Engineering Department, Colorado State University, Fort Collins, Colorado
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