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The Identity-Related Experiences of LGBTQ+ Students in Engineering Spaces

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Title: The Identity-Related Experiences of LGBTQ+ Students in Engineering Spaces
Language: English
Authors: Lee R. Pradell (ORCID 0000-0003-0525-6198), Joshua G. Parmenter (ORCID 0000-0002-3291-171X), Renee V. Galliher (ORCID 0000-0003-0430-9294), Ryan B. Berke, Lindsey Rowley
Source: International Journal of Qualitative Studies in Education (QSE). 2024 37(8):2267-2287.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: BPE1828227
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: LGBTQ People, Engineering Education, College Students, Cultural Influences, School Safety, Social Bias, College Environment, School Culture, Student Experience
DOI: 10.1080/09518398.2024.2318271
ISSN: 0951-8398
1366-5898
Abstract: The present study explored LGBTQ+ (lesbian, gay, bisexual, transgender, queer, and other non heterosexual/cisgender identities) engineering students' navigation of engineering educational contexts and reported the impacts of the engineering educational culture on LGBTQ+ students' well-being. Drawing from a sample of ten LGBTQ+ university students in the United States, we found that students described cultural norms sustained through minimal tolerance for and the avoidance of identity talk or expression. Systemic homogeneous cultural norms redefine safety expectations for LGBTQ+ engineering students while normalizing expectations that LGBTQ+ students be silent and tolerate mistreatment. Participants also described the consequences of invisibility and identity conflict that they face for being different within an inequitable field. These findings bring attention to a culture within engineering programs that silences LGBTQ+ expression and leaves students feeling isolated. Further research is needed to explore the effect of affirming communities on LGBTQ+ engineering students' well-being. We conclude with research and clinical implications for working with LGBTQ+ engineering students.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1437697
Database: ERIC
FullText Text:
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  Data: The Identity-Related Experiences of LGBTQ+ Students in Engineering Spaces
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  Data: <searchLink fieldCode="AR" term="%22Lee+R%2E+Pradell%22">Lee R. Pradell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0525-6198">0000-0003-0525-6198</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joshua+G%2E+Parmenter%22">Joshua G. Parmenter</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3291-171X">0000-0002-3291-171X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Renee+V%2E+Galliher%22">Renee V. Galliher</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0430-9294">0000-0003-0430-9294</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ryan+B%2E+Berke%22">Ryan B. Berke</searchLink><br /><searchLink fieldCode="AR" term="%22Lindsey+Rowley%22">Lindsey Rowley</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Qualitative+Studies+in+Education+%28QSE%29%22"><i>International Journal of Qualitative Studies in Education (QSE)</i></searchLink>. 2024 37(8):2267-2287.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: National Science Foundation (NSF)
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  Data: <searchLink fieldCode="DE" term="%22LGBTQ+People%22">LGBTQ People</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22School+Safety%22">School Safety</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22College+Environment%22">College Environment</searchLink><br /><searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink>
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  Data: 10.1080/09518398.2024.2318271
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  Data: 0951-8398<br />1366-5898
– Name: Abstract
  Label: Abstract
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  Data: The present study explored LGBTQ+ (lesbian, gay, bisexual, transgender, queer, and other non heterosexual/cisgender identities) engineering students' navigation of engineering educational contexts and reported the impacts of the engineering educational culture on LGBTQ+ students' well-being. Drawing from a sample of ten LGBTQ+ university students in the United States, we found that students described cultural norms sustained through minimal tolerance for and the avoidance of identity talk or expression. Systemic homogeneous cultural norms redefine safety expectations for LGBTQ+ engineering students while normalizing expectations that LGBTQ+ students be silent and tolerate mistreatment. Participants also described the consequences of invisibility and identity conflict that they face for being different within an inequitable field. These findings bring attention to a culture within engineering programs that silences LGBTQ+ expression and leaves students feeling isolated. Further research is needed to explore the effect of affirming communities on LGBTQ+ engineering students' well-being. We conclude with research and clinical implications for working with LGBTQ+ engineering students.
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  Data: EJ1437697
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