Adopting an intersectional lens, this timely volume explores the lived experiences of members of the queer and trans community in post-secondary STEM culture in the US to provide critical insights into progressing socially just STEM education pathways.
Offering contributions from students, faculty, practitioners, and administrators, the volume highlights prevailing issues of heteronormativity and marginalization across a range of STEM disciplines. Autoethnographic accounts place minority experiences within the broader context of social and cultural phenomena to reveal subtle and overt forms of exclusion, and systematic barriers to participation in STEM professions, academia, and research. Finally, the book offers key recommendations to inform future research and practice.
This volume will benefit researchers, academics, and educators with an interest in higher education, engineering education, and the sociology of education more broadly. Those involved with diversity, equity, and inclusion within education, queer theory, and gender and sexuality studies will also benefit from this volume.
Table of Contents
1: What Do We Know and Why Should We Support Queer and Trans People in STEM?
Bryce E. Hughes, Stephanie Farrell, and Kelly J. Cross
Part I: Queer Students: Where do I fit in STEM?
2: I am Gay, Not Invisible!
3: Transcending the Margins and Boundaries as Latin-American Engineer
Héctor E. Rodríguez-Simmonds
4: A Call to Make Queer Erasure, Violence, and Battle Fatigue in STEM Visible
Part II: Queer Staff: How Can I Create Safe Spaces for Queer People in STEM?
5: Navigating and Celebrating Your Otherness to Succeed as a Queer Person in STEM
6: Local Minima and Maxima in Trans-STEM Affirmations
Part III: Queer Faculty: How Can I Build Community for Queer People in STEM
7: Invisible and Exhausted on the Margins of Academia
8: Queer STEM Parenting Made me a Better Teacher/Instructor
Stephen Podowitz-Thomas and Erjia Yan
9: Being Queer Taught Me How to Teach
10: Empathy, Sympathy, and Accountability
11: Building a Village to Manage my Triple Threat Multiple Identities
Kelly J. Cross
Part IV: Queer Allies, Allyship, and Advocates: How Can I Support Queer People in STEM?
12: Can You See Me Now: Being a Black Queer Man in STEM
Chris Carr and Darryl Dickerson
13: My Evolution Over 40 Years in Higher Education: From Silence in the Closet to Out and Evolving
Karen P. DePauw and Kelly J. Cross
14: The Act of Embrace as Queer Resistance in Engineering
15: My Ongoing Journey through Allyship
Adrienne R. Minerick
16: What Does It Mean and Where Do We Go from Here?
Stephanie Farrell, Kelly J. Cross, and Bryce Hughes
Kelly J. Cross is an Assistant Professor of Chemical and Materials Engineering at University of Nevada Reno, USA.
Stephanie Farrell is a Professor and Founding Department Head of Experiential Engineering Education at Henry M. Rowan College of Engineering, Rowan University, USA.
Bryce E. Hughes is an Assistant Professor of Adult & Higher Education at Montana State University, USA.