A Model of Queer STEM Identity in the Workplace

Area of Science:

• Social Sciences
• STEM Education
• Sociology of Science

Background:

• STEM fields often promote a singular focus on objective truths, overshadowing personal identities.
• Rigid gender and sexuality expectations are prevalent in Science, Technology, Engineering, and Mathematics (STEM) environments.
• Heteronormative assumptions can marginalize queer individuals in professional settings.

Purpose of the Study:

• To explore how queer individuals in STEM develop and manage their personal and professional identities.
• To understand the unique challenges and opportunities for inclusivity faced by queer professionals in STEM.
• To analyze the processes of identity negotiation within STEM workplaces.

Main Methods:

• Grounded theory inquiry utilizing personal accounts from queer individuals in STEM.
• Analysis of experiences of queer students, faculty, and staff in Science, Technology, Engineering, and Mathematics fields.
• Qualitative research focusing on identity development and navigation.

Main Results:

• Identified three key processes: Defining queer identity, Forming STEM professional identity, and Navigating identities at work.
• Heteronormative assumptions silence discussions of gender and sexuality in STEM workplaces.
• Queer professionals engage in complex self-negotiations due to workplace environments.

Conclusions:

• Queer individuals in STEM navigate distinct identity processes shaped by workplace dynamics.
• Workplace heteronormativity creates barriers, necessitating intricate identity management for queer professionals.
• Social positioning influences inclusivity, presenting both challenges and opportunities for queer individuals in STEM.