Journal article
Examining the ecological systems of LGBTQ STEM majors
Journal of women and minorities in science and engineering, Vol.24(1), pp.1-16
2018
DOI: 10.1615/JWomenMinorScienEng.2017018836
Abstract
This study, drawn from a subset of qualitative data from the National Study of LGBTQ Student Success, explores the ecological systems [Bronfenbrenner, U., ed., Making Human Beings Human: Bioecological Perspectives on Human Development, Thousand Oaks, CA: Sage, 2005] of lesbian, gay, bisexual, transgender, and queer-identified (LGBTQ) students in science, technology, engineering, and mathematics (STEM) majors. Through open and axial coding of students' interview transcripts, we identified three primary themes: (1) LGBTQ students experience multiple STEM microsystems influenced by faculty, peers, and colleagues; (2) social science and humanities academic microsystems are perceived as safe places for LGBTQ students to be out; and (3) students' LGBTQ identities are central to their higher education experiences and influence peer microsystems in the context of exo- and macrosystem forces. Students' narratives demonstrate how LGBTQ STEM students experience their collegiate ecological systems and illuminate implications for practice and research.
Details
- Title: Subtitle
- Examining the ecological systems of LGBTQ STEM majors
- Creators
- Jodi L Linley - University of Iowa, Educational Policy and Leadership StudiesKristen A RennMichael R Woodford
- Resource Type
- Journal article
- Publication Details
- Journal of women and minorities in science and engineering, Vol.24(1), pp.1-16
- DOI
- 10.1615/JWomenMinorScienEng.2017018836
- ISSN
- 1072-8325
- eISSN
- 1940-431X
- Language
- English
- Date published
- 2018
- Academic Unit
- Educational Policy and Leadership Studies
- Record Identifier
- 9983979597602771
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