TY - JOUR
T1 - A review of the state of LGBTQIA+ student research in STEM and engineering education
AU - Jennings, Madeleine
AU - Roscoe, Rod D.
AU - Kellam, Nadia N.
AU - Jayasuriya, Suren
N1 - Funding Information:
First and foremost, the authors would like to thank Jenna Forrey for her assistance on this project. The authors would also like to thank those scholars and researchers that have broken ground in this space and continue to conduct research on the LGBTQIA+ engineering experience. It is incredibly vital. This material is based upon work supported by the National Science Foundation under Grant No. EEC-1830730. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. The authors would also like to acknowledge support from a combined grant from the Herberger Institute for Design and the Arts, as well as the Mary Lou Fulton Teachers College at Arizona State University.
PY - 2020/6/22
Y1 - 2020/6/22
N2 - The purpose of this critical literature review was to generate awareness of the LGBTQIA+ engineering student experience and research on this community, while also highlighting areas that are lacking or receiving insufficient attention. This work is part of a larger project that aims to review engineering education research with respect to LGBTQIA+ students, higher education faculty and staff, and industry professionals. This literature review was conducted in two phases. First, works from non-engineering disciplines were reviewed to identify popular threads and major areas of research on the LGBTQIA+ student experience. This phase was not an exhaustive review; rather, it was meant to establish specific themes of importance derived from the larger body of literature on the LGBTQIA+ student experience. Second, a literature review identified how engineering-specific research on the LGBTQIA+ student experience aligned with these themes. We identified several themes in the first phase of the literature review: (1) Climate, (2) LGB Monolith, (3) Intersectionality, and (4) Identity Development. Engineering and engineering education literature demonstrated similar themes, although this body of work was unique in the exploration of LGBTQIA+ coping strategies and the use of the technical/social dualism framework. Overall, the engineering education literature on LGBTQIA+ student experiences seemed relatively underdeveloped.
AB - The purpose of this critical literature review was to generate awareness of the LGBTQIA+ engineering student experience and research on this community, while also highlighting areas that are lacking or receiving insufficient attention. This work is part of a larger project that aims to review engineering education research with respect to LGBTQIA+ students, higher education faculty and staff, and industry professionals. This literature review was conducted in two phases. First, works from non-engineering disciplines were reviewed to identify popular threads and major areas of research on the LGBTQIA+ student experience. This phase was not an exhaustive review; rather, it was meant to establish specific themes of importance derived from the larger body of literature on the LGBTQIA+ student experience. Second, a literature review identified how engineering-specific research on the LGBTQIA+ student experience aligned with these themes. We identified several themes in the first phase of the literature review: (1) Climate, (2) LGB Monolith, (3) Intersectionality, and (4) Identity Development. Engineering and engineering education literature demonstrated similar themes, although this body of work was unique in the exploration of LGBTQIA+ coping strategies and the use of the technical/social dualism framework. Overall, the engineering education literature on LGBTQIA+ student experiences seemed relatively underdeveloped.
KW - Inclusion & Diversity
KW - Interdisciplinary Higher Education Research
KW - LGBTQIA+
KW - Literature Review
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M3 - Conference article
AN - SCOPUS:85095732454
VL - 2020-June
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
SN - 2153-5965
M1 - 88
T2 - 2020 ASEE Virtual Annual Conference, ASEE 2020
Y2 - 22 June 2020 through 26 June 2020
ER -