化学的跨性别和非二进制研究生面临的挑战:使用反射主题分析对跨性别身份,科学文化和机构支持进行定性研究
Michelle M Nolan1, Isaac M Blythe2, Paulette Vincent-Ruz3
1Marston Science Library, University of Florida, Gainesville, Florida, United States of America.
PloS one
|April 4, 2025
概括
化学的跨性别研究生因STEM文化而面临隐藏身份的压力. 机构往往缺乏包容性政策,为这些学生创造系统性障碍.
科学领域:
- 化学教育研究 化学教育研究
- 科学社会学科学社会学
- 高等教育研究 高等教育研究
背景情况:
- 变性,非二元,双精神和性别扩张的学生 (变性学生) 在高等教育中经历了边缘化.
- 他们的大学经历与 cisgender 同龄人有很大的不同,特别是在要求 STEM 领域,如化学博士课程.
研究的目的:
- 为了照亮化学博士课程中跨性别学生的细微经验.
- 了解跨性别身份和专业STEM文化之间的紧张关系.
- 确定影响跨性别研究生学术和个人成长的机构障碍.
主要方法:
- 使用深度采访进行定性研究.
- 模仿西斯塔圆圈的方法论.
- 通过反射性主题分析对10名跨性别学生进行分析.
主要成果:
- 由于STEM专业文化,参与者经历了"掩盖"或将他们的跨性别身份与研究生教育分开的压力.
- 导航研究生课程选择和关于身份披露的决定是复杂的过程.
- 学生们遇到了规范性机构结构 (如应用程序,IT系统) 强制执行法律名称和性别标记.
结论:
- 在机构LGBTQ+包容性言论和对跨性别研究生有形支持之间存在显著的差异.
- 系统性障碍,包括缺乏支持性政策,阻碍了跨性别学生的学术和个人发展.
- 在STEM部门,透明和主动的支持结构对于跨性别者壮成长至关重要.
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