扰乱学术生物学中的士叙述作为LGBTQ+博士生:学习,教学和进行研究
Samantha A Maas1, Nicholas J Wiesenthal1, Sara E Brownell1
1Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281.
CBE life sciences education
|September 23, 2024
概括
LGBTQ+生物学研究生面临耻辱,但创造了包容性的叙述. 他们通过分享自己的身份来挑战规范,增强生命科学中的研究和教学包容性.
科学领域:
- 生命科学 生命科学
- 生物学 生物学 生物学
- 研究生教育研究生教育
背景情况:
- 女同性恋者,同性恋者,双性恋者,跨性别者和酷尔 (LGBTQ+) 个人在学术界遭受歧视.
- 在生命科学中,LGBTQ+研究生面临的挑战未得到充分研究.
- 学术生物学可能会给LGBTQ+个人带来独特的障碍.
研究的目的:
- 探索LGBTQ+个体在生物学博士课程中的经验.
- 了解LGBTQ+研究生如何导航学术生物学.
- 识别歧视的情况和应对策略.
主要方法:
- 质量面试研究. 质量面试研究.
- 来自13所美国大学的22名LGBTQ+生物学博士生参加了.
- 主叙事框架用于分析.
主要成果:
- LGBTQ+学生认识到反LGBTQ+叙述和生物学中的歧视.
- 许多学生因耻辱而隐自己的LGBTQ+身份.
- 参与者积极挑战主导叙述,强调他们的身份对他们的工作的积极影响.
- 一些学生公开分享了他们的LGBTQ+身份,挑战了学术规范.
结论:
- LGBTQ+生物学研究生面临着重大挑战和歧视.
- 学生通过将自己的身份重新定义为资产来抵制负面叙述.
- 公开分享LGBTQ+身份可以促进包容性,改善生命科学领域的研究/教学实践.
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