Navigating queer spaces in Australian tertiary STEM Education: a retrospective autoethnopoetic exploration

ABSTRACT

This article presents a retrospective autoethnopoetic study exploring a queer student's journey in Australian tertiary STEM education, employing queer research methodologies to illuminate the challenges encountered. Through personal narrative and poetic expression, we identify critical themes: microaggressions, discrimination, identity formation, cisheteronormative navigation, and resilience strategies. Although rooted in the first author's experiences, these insights reflect broader issues prevalent among queer students in STEM, such as the impact of discrimination and microaggressions on academic performance and well-being. This study underscores the significance of queer theory and autoethnopoetic methods in challenging normative assumptions in STEM education research, contributing to a deeper understanding of the queer academic experience. It advocates for the development of inclusive and supportive educational policies aimed at enhancing the learning environment for queer students, emphasising the need for visibility, representation, and support systems within STEM disciplines.

KEYWORDS:

• LGBTIQA+
• STEM education
• autoethnopoetics
• discrimination
• inclusivity

Introduction

Queer students in STEM (Science, Technology, Engineering, and Mathematics) face a complex array of challenges, rooted in historically heteronormative and cisheteropatriarchal structures of these disciplines. In this study, STEM education encompasses any of the individual subjects and fields within the Science, Technology, Engineering, and Mathematics umbrella, including inter and transdisciplinary areas that bridge these core disciplines. This broad definition acknowledges the diverse and interconnected nature of modern STEM fields, recognising the importance of integrated approaches that reflect the complexity of real-world problems and diverse human experiences. STEM education, characterised by its focus on empirical evidence and perceived objectivity, often overlooks the personal and emotional aspects of education, creating unique challenges for queer individuals. These challenges manifest in both overt discrimination and subtle biases like microaggressions, affecting well-being and academic performance. The lack of visibility and support in these fields exacerbates feelings of isolation among queer students, highlighting the need for an intersectional approach to inclusivity (Cech and Waidzunas 2021; Cross, Farrell, and Hughes 2022). Recent studies (Kersey and Voigt 2021; Miller et al. 2021) indicate that queer students in STEM fields face different cultural and academic challenges compared to their peers in non-STEM areas. This article, through a queer theoretical and retrospective autoethnopoetic lens, counters the narrative of queer experiences in Australian tertiary STEM education. It highlights microaggressions, identity, cisheteronormative navigation, and resilience, using narrative and poetic methods to promote inclusivity in STEM education. The findings emphasise the need for policies addressing diverse student needs.

Background

Queer students in tertiary STEM education navigate significant challenges, including discrimination, microaggressions, and visibility issues, which adversely affect their academic and mental well-being (Cross, Farrell, and Hughes 2022; Kersey and Voigt 2021). This lack of visibility often leads to feelings of isolation and restricts access to essential support networks (Cech and Waidzunas 2021). Despite these challenges, many queer students exhibit resilience, finding strength in advocacy and community building (Kersey and Voigt 2021). This study aims to document these experiences, utilising the first author's personal journey and a queer theoretical and methodological framework.

These individual experiences are mirrored in the broader educational landscape, where queer students in STEM also face systemic barriers. These include social stigma, lack of institutional support, and a scarcity of queer role models. As noted by Beasy, Grant, and Emery (2023), issues such as social exclusion and insufficient safe spaces are prevalent, while Wilson and Cariola (2020) highlight the challenges in accessing mental health support due to a lack of trained counselors familiar with queer issues. These broader barriers further compound the impact on queer students’ academic performance and mental well-being, reinforcing the need for inclusive policies and robust support systems in educational institutions. The study's subsequent sections delve into the theoretical and methodological approaches adopted, which are designed to address and queer these challenges within tertiary STEM education and research, building on the personal narratives and broader systemic issues identified.

Queer theoretical perspectives

Queer theory, emerging in the late twentieth century, challenges heteronormativity and binary gender concepts, analysing power's role in shaping sexual and gender identities (Ryan 2020). This field moves away from traditional binary classifications, questioning essentialist views of identity and considering sex, sexuality, and gender as evolving constructs shaped by history (Jagose 1996). It emphasises individual expression and societal influences on identity formation. Queer theory critically examines norms and institutional practices, offering insights into the experiences of queer students in educational settings. Queer theory examines how sex, gender, and sexuality are shaped by discourse and power (Foucault 1972). Power, seen as a relational force, influences social dynamics, from personal interactions to institutional policies, and is met with resistance (Butler 1990). This approach explores how language reinforces heteronormative and cisnormative standards, impacting those who differ from these norms (Sauntson 2021). It emphasises the role of intersectionality, showing how power intersects with various social markers, affecting laws, policies, and individual experiences, crucial for understanding queer students and educators.

Queer theory and its application in STEM education

Queer theory critically examines STEM education, highlighting how it can perpetuate heteronormative, cisnormative, and patriarchal norms. This analysis, as noted by lisahunter (2019) and Rasmussen and Gowlett (2015), reveals how societal norms are reflected in educational practices. It challenges biases in STEM, advocating for a radical transformation to create inclusive spaces that celebrate diversity in gender and sexuality. This requires re-evaluating institutional structures, curricula, and pedagogies, moving away from traditional positivist, Eurocentric, white cisheteropatriarchal perspectives in STEM fields. Queer theory exposes how cisheteronormative biases in STEM education marginalise queer students, as discussed by Fifield and Letts (2019) and Marchia and Sommer (2019). These biases, stemming from patriarchal norms, manifest in exclusionary language and practices, lack of representation, and discrimination in hiring and promotion. This perspective underscores the need to dismantle cisheteronormative structures, fostering inclusivity and equity in STEM education for queer individuals (Letts and Fifield 2019).

In STEM education, queer students often navigate challenging landscapes, grappling with societal pressures to fit into cisheteronormative moulds or facing bias for their authentic self-expression. Queer theory provides a nuanced framework for understanding how these individuals manoeuvre through these complexities, highlighting that an individual’s positionality is a fluid construct shaped by various elements like gender, sexuality, race, (dis)ability and class (Mattheis, Cruz-Ramírez De Arellano, and Yoder 2020). Additionally, these marginalised individuals offer unique epistemologies that enrich STEM education spaces. Queer theory underscores the importance of these diverse viewpoints and critiques prevailing orthodoxies (Jagose 1996). It functions as a lens to examine how such contributions are influenced by wider social and power structures, emphasising the need to recognise and appreciate this diversity within STEM education (Fifield and Letts 2019; Kersey and Voigt 2021). Queer theory provides a critical lens for examining power dynamics in STEM education, as per Pinar (2012). It encourages a reevaluation of conventional views on gender, sex, and sexuality, promoting inclusivity in learning environments. This approach also impacts STEM teacher education, urging educators to reflect on their own positionalities and teaching methods to foster inclusivity (Rasmussen and Gowlett 2015). Applied in tertiary education, queer theory can greatly influence policy and practice, enhancing equity and inclusivity in STEM spaces.

Queer Experiences: STEM vs Non-STEM Fields

In contrasting the experiences of queer students in STEM with those in non-STEM disciplines, distinct challenges emerge, highlighting the unique context of STEM education for queer students. Research conducted by Cech and Waidzunas (2021) and Cross, Farrell, and Hughes (2022) reveals that STEM disciplines often present challenges such as lack of representation, rigid gender norms, discrimination and bias, limited inclusivity in curriculum, and social isolation. In contrast, non-STEM areas, as noted by Hughes (2017), tend to exhibit challenges that are less severe, including variable levels of institutional support and interdisciplinary disparities in inclusivity, though generally they offer a more inclusive environment with greater representation of queer individuals. These differences underscore the necessity of understanding the distinct educational landscapes of STEM and non-STEM disciplines. The typically more structured and traditional environment of STEM can intensify feelings of exclusion among queer students, contrasting with the often more flexible and inclusive environments in non-STEM fields. Understanding these disparities is not only critical for academic discourse but also for informing policy and practice aimed at creating more equitable and supportive educational environments for queer students.

Methodology

In this article, we merge retrospective autoethnography with poetic inquiry to explore the experiences of a queer student in tertiary STEM education, challenging conventional research norms. This approach highlights emotional and sensorial aspects typically underrepresented in STEM research. Retrospective autoethnography examines past experiences through current socio-cultural lenses, emphasising the fluidity of memory and lived feelings. We're inspired by Jones and Harris (2018) and Richardson (2000), who champion narrative methods for marginalised groups. Poetic inquiry, supported by Furman (2005) findings, isn't just artistic but a vital data source, capturing participants’ emotional truths. The poems illustrate themes like otherness, self-discovery, and resilience, offering a personal perspective to the usually detached narrative in STEM education.

To address retrospection challenges, we used strategies like reflective writing, triangulation with literature, and peer discussions, enhancing the authenticity and reliability of recollections. These methods not only counter dominant discourses but also aim to ‘queer’ entrenched epistemologies in STEM. We detail our framework, including autoethnography, retrospective autoethnography, and autoethnographic poetry, and discuss generating and interpreting evidence, acknowledging both strengths and limitations. This approach focuses on critically examining personal experiences through queer theory.

The integration of retrospective autoethnography with poetic inquiry in this study stems from the need to deeply understand the complex nature of queer experiences in STEM education. This combined approach offers a multifaceted and rich exploration, surpassing traditional methodologies. Retrospective autoethnography allows reflective analysis of past experiences with insights shaped by personal and socio-cultural evolution. Autoethnography centers the researcher's experiences as crucial data, and poetics powerfully conveys the emotional aspects. These methods collectively challenge dominant narratives, fostering a more inclusive understanding of educational environments.

Autoethnography

Autoethnography, as a research method, facilitates the exploration of researchers’ personal experiences and cultural contexts in understanding wider social and cultural phenomena. It focuses on personal narratives, aiming to elucidate how grander social structures and cultural ideals shape the lived experiences of individuals. Often characterised as a form of self-narrative, autoethnography positions the individual within a more extensive societal framework, thereby allowing an exploration that is both intimate and contextual (Reed-Danahay 2021).

The distinctiveness of autoethnography resides in its non-traditional literary form, one that deliberately emphasises the emotions and experiences of researchers as a means to acknowledge the inescapable subjectivity inherent in human inquiry. Furthermore, this research method values high reflexivity, nurturing self-awareness while promoting rigorous scrutiny of cultural norms and underlying assumptions. In autoethnographic practice, personal experiences are political, and by disseminating these experiences, autoethnographers seek to engender a profound understanding of the intricacies of human life, catalysing socio-cultural shifts (Adams, Jones, and Ellis 2021). In the context of this study, autoethnography offers a pertinent approach for delving into Author 1’s journey as a queer student in Australian tertiary STEM education. Reflecting upon these experiences and positioning oneself at the core of the inquiry, the study seeks to unearth the implicit socio-cultural norms shaping these academic landscapes. Through autoethnographic exploration, we aim to usher in novel insights concerning the multifaceted challenges of inclusivity and diversity within such educational spaces.

Retrospective autoethnography

This study employs retrospective autoethnography, a method focusing on past lived experiences to offer both individual and societal insights (Ahmed 2006; Ellis, Adams, and Bochner 2011). Critical reflection is integral, enabling a deep exploration of autobiographical experiences within specific sociocultural contexts. When combined with queer theory, this approach critically examines an individual's societal, spatial, and temporal positioning, while acknowledging researcher subjectivity (Nowakowski 2016). Despite its growing use in other fields (Snelgrove and Havitz 2010), RAE’s limited application in STEM education is often attributed to concerns about researcher bias (Chang 2016; Chang, Ngunjiri, and Hernandez 2016). Nonetheless, in the context of queer STEM experiences, RAE provides a unique platform for articulating often marginalised perspectives and exploring positionality and power dynamics. Furthermore, RAE disrupts conventional STEM paradigms by embracing vulnerability and subjectivity, thereby fostering personal strength and acceptance (Cross, Farrell, and Hughes 2022; Ellis, Adams, and Bochner 2011). This approach enriches our understanding of social complexities and addresses the unique challenges faced by queer individuals in STEM (Adams, Jones, and Ellis 2021). The inclusion of poetic elements, termed autoethnopoetics, adds another layer of depth, further ‘queering’ the methodology.

Autoethnopoetics

Autoethnopoetics integrates poetic writing into research, serving as a tool for agency in marginalised stories while challenging oppressive systems (Elbelazi and Alharbi 2020; Robinson 2017). This approach amplifies social justice issues and disrupts traditional STEM paradigms (Faulkner 2016). Its artistic and emotional dimensions foster deeper reader engagement, offering a richer narrative than conventional academic prose (Barone and Eisner 2011). Fusing autoethnography with poetics, autoethnopoetics allows researchers to creatively engage with their experiences, situating them within broader cultural contexts (Jones, Adams, and Ellis 2021). This innovative method illuminates unexplored areas in qualitative STEM research, offering alternative pathways to understanding (Elbelazi and Alharbi 2020).

When aligned with queer theory, autoethnopoetics challenges traditional norms and provides a unique lens for exploring queer experiences in STEM education (Chesky and Wolfmeyer 2015). It diverges from mainstream research methods by emphasising emotions, positionalities, and subjectivities often overlooked. This approach disrupts dominant narratives like cisheteronormativity, providing space to highlight marginalised communities’ stories and reshaping perceptions of positionality and power (Elbelazi and Alharbi 2020). Specifically, in the context of queer intersectionality in tertiary STEM education, autoethnopoetics serves as a tool for critical queer examination, offering both deeper understanding and practical implications for more inclusive STEM education policies.

The narrative structure of this paper, which intertwines academic discourse with poetic elements, is intentionally crafted to evoke the emotional landscapes of queer experiences in STEM education. This structure is not merely a stylistic choice but a methodological tool designed to forge a more visceral connection with the reader. The integration of poetry serves to illuminate the affective dimensions of these experiences, offering a window into the deeply personal and often unspoken emotional journeys of queer individuals in STEM. By moving beyond traditional academic narrative forms, we allow for a fuller, more empathetic engagement with the subject matter. This approach aligns with the aims of queer theory, which seeks to challenge normative structures and to bring to the fore marginalised voices and experiences. It is through this narrative fusion that the paper aims to not only inform but also to resonate on an emotional level, fostering a deeper understanding and appreciation of the complexities and nuances inherent in the queer STEM experience.

In our retrospective methodology, physical walks through key locations in Author 1's educational journey played a crucial role. These walks, especially through the university campus, triggered vivid memories, enriching the field text creation process. For instance, a walk through the genetics laboratory reminded Author 1 of feeling ostracised due to peers’ derogatory remarks about queer individuals. Another significant memory surfaced in the biochemistry building, recalling a group project where Author 1 felt their ideas and identity were marginalised. These recollections provided deep insights into the queer experience in STEM, illustrating the complex interplay between environment, memory, and identity. This ‘embodied inquiry’ method highlighted the emotional landscapes that queer individuals navigate in STEM.

Limitations of retrospective autoethnopoetic research in queer STEM education

Retrospective autoethnopoetic research offers unique insights into students’ and educators’ lived experiences but does present several limitations (Cosantino 2021). These challenges require careful consideration in the context of queer STEM education. Inherent in all human research, personal bias may affect the interpretation and representation of field texts as the researcher's subjective experiences could influence the way information is perceived and presented (Adams, Jones, and Ellis 2021). The findings from poetic autoethnography are specific to individual researchers, limiting their applicability to a broader population, meaning that the insights may not necessarily represent others within the same community or group (Chang 2016).

While poetic language can add richness and nuance, it might also obscure meaning, leading to misunderstandings or misinterpretations of the intended message (Faulkner 2016). Reflecting on past experiences, especially those that might be traumatic or emotionally charged, can affect researchers’ well-being and the quality of their work (Furman 2005), and proper support and care must be in place to navigate these challenges (Hanauer 2021). Cultural and linguistic influences in poetic language may create barriers to understanding across different cultural contexts (Parsons and Pinkerton 2022). Ethical issues around confidentiality, informed consent, and privacy must be rigorously addressed to ensure that the research adheres to ethical standards (Chang 2016). Despite these limitations, poetic autoethnography remains an invaluable tool in exploring subjective experiences and uncovering insights into the human condition, especially within marginalised communities (Maurino 2016).

Reflexive statement

As a queer STEM student who completed their studies over two decades ago, Author 1 approached this research as an insider, drawing on his own lived experiences to provide a unique and nuanced perspective on STEM education spaces. We acknowledge that individual subjective experiences cannot be taken as representative of all queer STEM student experiences and that Author 1’s perspective is shaped by the particular time and context in which he studied. In addition, his current position as a Ph.D. student in education means he brings a set of critical skills and reflexivity to this research that were not available to him at the time of his initial experiences. Ultimately, our goal in conducting this research is to use autoethnopoetic methods to reflect on Author 1's own experiences, to provide insights into the challenges and opportunities facing queer STEM students in contemporary and future work. This reflection represents an integral part of our methodological commitment, enabling a deeper, more empathetic understanding of the subject under examination, and reinforcing our commitment to the ongoing interrogation and reflection of our own positionality within the research.

Authors 2 and 3 are researchers with more than 40 collective years of theory and methodological work that resonate with autoethnopoetics, queer theory and queering research. They act as PhD supervisors for Author 1 and as critical friends for this project, as part of a larger doctoral project. Author 2 identifies as an education, health, and sports researcher experienced in pedagogy, diversity, and qualitative methodologies. They join the writing team as associate supervisor with a focus on interdisciplinary collaboration, community engagement, and fostering social transformation. Author 3 identifies as a queer poststructural feminist theorist and pedagogist. They join the writing team as main supervisor and provocatuer and as someone invested in disrupting normative practices in education.

Navigating power dynamics in collaborative research

This research emerged from a collaborative effort between all authors. In undertaking this study, we were critically aware of the inherent power dynamics present in our collaboration. These dynamics, influenced by factors such as academic seniority, disciplinary backgrounds, and personal identities, actively shaped our research process. Regular reflective discussions and mutual acknowledgment of perspectives ensured an equitable research environment, enhancing the integrity of our findings. Author 1, with a STEM education background, provided practical insights into queer experiences in STEM settings. Author 2, specialising in pedagogy, diversity, and qualitative methods, framed our research within queer activism and methodologies. Author 3, with expertise in gender, sexuality, and poetic representation, added a creative dimension to our analysis. This diversity of expertise enriched our understanding of queer experiences in STEM education, leading to a comprehensive exploration of our research questions and deeper insights into the lived experiences of queer individuals in STEM.

Method for evidence generation by Author 1

Author 1 initiated the study utilising a walking self-interview methodology, a methodological approach known for its various formats and intricate dynamics (Anderson 2004; Carpiano 2009; Clark and Emmel 2010; Kusenbach 2003). This methodological choice allowed for an immersive exploration of the physical spaces that significantly influenced Author 1's experiences during his tenure as a STEM student. The selected locations encompassed the laboratories, lecture halls, and libraries, all pivotal in shaping his lived academic experiences.

Guiding questions and themes

To structure the walking self-interview, Author 1 focused on several key questions and themes, including:

1. How do specific physical spaces (e.g. laboratories, lecture halls) influence perceptions of inclusivity or exclusivity in STEM?

2. What role do institutional structures and practices play in shaping the experiences of queer students in STEM?

3. How do socio-cultural dynamics within these spaces impact academic engagement and emotional well-being?

4. In what ways do these spaces serve as sites of resistance or conformity to broader cultural norms?

In constructing the walk, Author 1 meticulously employed primary sources such as the university handbook, campus map, and his academic transcript, thereby grounding the walk in tangible artefacts of his academic history. These tools not only structured the physical journey but also afforded a complex framework for reflection, enabling a nuanced exploration of how his educational journey was moulded by the broader institutional structures, practices, and socio-cultural dynamics prevalent during his time of study. The methodological approach, therefore, integrates both spatial and temporal aspects, creating a rich tapestry that transcends mere anecdotal recounting, aiming to connect individual experiences with institutional and cultural dimensions.

Crafting vignettes: definition and process

After the walking self-interview, Author 1 engaged in a reflective process, creating short vignettes in a researcher's journal. These vignettes, brief descriptions capturing key experiences, were organised under headings corresponding to his academic subjects, guided by interview questions. To deepen his connection with each experience, he re-listened to the interview's audio recordings before writing each vignette, using them as anchors to vividly capture emotions and significant moments. This method enhanced the vignettes’ content and offered a structured reflection framework.

The analysis process

The analysis process began with collating the vignettes, followed by Author 1's extended immersion in reading and annotating them, aligning with methodological guidance. This involved repeated readings, note-taking, and consulting relevant literature for deeper understanding. Keywords, phrases, and imagery were identified, leading to open coding and theme recognition. Vignettes were categorised into initial themes, which were then refined to resonate with queer experiences in tertiary STEM education. Themes were adjusted for accuracy, with collaborative input from Authors 2 and 3 enhancing analytical robustness and clarity. This thorough exploration offered insights into his experiences within a broader sociocultural context. The final stage involved transforming the vignette analysis into poetry, aligning with arts-based research methods in social sciences advocated by Barone and Eisner (2011). This fusion of analytical rigour and artistic expression transcends traditional academic prose, emphasising emotional resonance and pushing the boundaries of conventional research in STEM education (Furman 2005). Turning vignettes into poems also acts as a discursive practice, engaging with broader academic and socio-cultural discussions on queer experiences in STEM. This approach reflects the study's commitment to exploring how language and form shape the understanding of queer identities in STEM education, resonating with Foucault's discourse theory (Foucault 1972).

The four poems in this study were selected for their vivid portrayal of key themes like identity negotiation and resilience among queer individuals in STEM. For example, ‘GEN3052 Medical Genetics and Forensic Biology’ metaphorically reflects the struggle for acceptance in STEM, paralleling genetic processes with experiences of inclusion and exclusion. ‘IMM3031 Molecular and Cellular Immunology’ similarly captures the isolation and marginalisation in academic settings, drawing parallels with immune system dynamics. These poems, chosen from a larger collection, effectively communicate complex emotions and narratives, offering a unique perspective on the experiences of queer individuals in STEM and adding a humanising element to the study (Figure 1).

Figure 1. Flowchart of the research process.

Poetic composition and reflection by author 1

Over three months, Author 1 created ten poems as reflective artefacts of his experiences, selecting four for this article with attention to privacy and sensitivity. The poetic process involved revisiting notes and field texts for accurate emotional representation. Throughout, he remained analytically open, allowing for ongoing poem revision and deeper understanding. The poetry served not only as analysis but also as a creative and therapeutic outlet, easing stress and enhancing self-understanding (Chan 2003). This approach allowed Author 1 to articulate his queer STEM student experiences in Australian tertiary education, yielding unique insights and deepening his comprehension of his identity and context.

Results: queer retrospective reflections as interim research texts

The autoethnopoetic reflections in this section arising from journal notes, reflections, and walking self-interviews, serve as interim research texts (Clandinin and Connelly 2004). These texts, comprising vignettes and poems, reveal the complex emotions and experiences of Author 1 as a queer student in Australian tertiary STEM education from 2000 to 2004. Four main themes emerged from this methodology: (a) microaggressions and discrimination; (b) intersection of self and academic performance; (c) challenges in cisheteronormative spaces; and (d) coping and resilience strategies. These themes are central to the methodological framework and align with Foucault's (1972) discourse analysis, aiding in the nuanced exploration of the construction and understanding of queer identities in STEM education.

In the ensuing sections, poems reflecting these themes will be presented and subsequently discussed. To preserve the authenticity and maintain the subjectivity of the work, a shift from first-person language has been implemented in the sections containing the poetic representations. The experiences described are attributed to Author 1, allowing the narrative to maintain a personal connection while aligning with the broader perspective of the research.

Microaggressions and discrimination

IMM3031 molecular and cellular immunology

Grade: pass

Entering the lab

With purpose, with passion,

A sanctuary of science,

A world to embrace.

The weekly task,

An experiment,

I observe, I learn,

A place to belong.

‘FAGGOT!’ echoes,

Mocked,

Limp wrists,

Lisped lips,

Labelled,

Singled out, alone.

Leaving the lab

With purpose, with passion,

A sanctuary breached,

A world betrayed.

The weekly task,

An experiment,

I vanish, I reflect,

A place to heal.

My experiences as a queer student in Australian tertiary STEM education highlight the prevalence of microaggressions and discrimination, which have had lasting impacts on my academic and professional success. Microaggressions are subtle, often unconscious, forms of discrimination, such as snubbing, ignoring, or otherwise excluding a person because of their marginalised position (Sue 2010). Discrimination refers to overt forms of bias and prejudice, such as preferential treatment based on a person's sex or gender, social exclusion, and harassment (Dessel, Goodman, and Woodford 2017).

Queer students frequently encounter microaggressions, such as snubbing and exclusion (e.g. ‘Labelled. Singled out, alone’), creating a hostile and unwelcoming environment (Sue 2010). Discrimination, including preferential treatment and harassment, exacerbates the challenges faced by queer students in STEM education (Dessel, Goodman, and Woodford 2017). My account of experiencing verbal abuse and isolation (e.g. ‘Faggot! Mocked, limp wrists, lisped lips’) underscores the detrimental effects of these acts on their well-being (Vaccaro et al. 2021). Research demonstrates that microaggressions and discrimination hinder the academic and professional success of queer students in STEM fields (Amodeo, Esposito, and Bacchini 2020). Furthermore, my isolation resulting from exclusion from social and academic groups reinforced the negative impacts (Cech and Waidzunas 2021). Discrimination in the form of harassment and bullying restricts opportunities and contributes to an unwelcoming environment (Cross, Farrell, and Hughes 2022). For me, the learning environment became so hostile that they felt the need to diminish themselves to the point of vanishing. However, addressing these issues is crucial for creating inclusive and equitable STEM communities.

Through fostering awareness, implementing policies, and promoting diversity and inclusion initiatives, institutions can work towards mitigating discrimination and promoting a more inclusive educational environment that supports the academic and professional success of queer students in STEM fields (Garvey, Taylor, and Rankin 2015; Vaccaro et al. 2021). By actively addressing microaggressions and discrimination, institutions can create a supportive and welcoming atmosphere where queer students can thrive (Johns et al. 2019; Nadal et al. 2016). This includes raising awareness about the detrimental effects of these behaviours, implementing anti-discrimination policies, and promoting diversity and inclusion initiatives (Gorski, Davis, and Reiter 2013). These efforts align with the principles of queer theory, which critiques heteronormative and cisnormative assumptions and emphasises the importance of recognising and challenging discriminatory practices (Butler 1990). In a Foucauldian sense, queer theory calls for a critical examination of the operations of power, often manifested through discourses and practices that perpetuate discrimination (Foucault 1972). Such efforts are essential for dismantling barriers, providing equal opportunities, and fostering a sense of belonging for all students in STEM education (Cech and Waidzunas 2021). By creating an inclusive and equitable environment, institutions can enable queer students to fully engage and contribute to the advancements and innovations in STEM fields, leading to a more diverse and vibrant scientific community (Ogunyemi et al. 2020). However, it's important to note that in a queer theoretical framework, the concept of ‘empowerment’ is distinct from Foucault's notion of power, which is more concerned with systemic structures and discourses that shape individual and collective experiences (Foucault 1972).

The role of self in academic performance

GEN3052 Medical Genetics and Forensic Biology.

Grade: fail

DNA stretches,

Codifies binary norms,

Identity lost

In only four letters.

‘What if we found the gay gene?’

‘Could we erase the fags?’

Existence denied,

Instantly unseen.

STEM class, a mismatched space,

Queer student, cishet world,

Out of place,

Identity unfurled.

Lab departed,

Never to return,

Scarred with an ‘N’,

Transcript's lesson learned.

A strong sense of self is a crucial factor influencing the academic performance of queer students in STEM education (Hughes 2017). Queer theory recognises that the concept of self encompasses one's beliefs, attitudes, and values about oneself, including aspects such as gender, sex and sexuality which play significant roles in shaping experiences and outcomes (Fifield and Letts 2019). Drawing from my personal experiences shared in the previous poem, it becomes evident that the acceptance and validation of my queerness within the field of genetics and more broadly STEM education had profound effects on my academic journey. The lack of acceptance led to feelings of shame, fear, and self-doubt, negatively impacting my academic performance (Vaccaro et al. 2021). These experiences left lasting imprints, as reflected in my permanent academic transcripts. Furthermore, the microaggressions and discrimination I encountered, as described earlier, deeply influenced my sense of self (Ogunyemi et al. 2020). Harassment and discriminatory treatment contributed to isolation, diminished self-esteem, and increased self-doubt, further hindering my academic progress. The intersectionality of my queerness within a STEM education context posed ongoing challenges that compounded the negative impact on my academic outcomes.

Conversely, when queer students feel that they are accepted and valued within their academic or professional communities, it positively influences their sense of self and, subsequently, their academic performance (Ogunyemi et al. 2020; Vaccaro et al. 2021). Acceptance nurtures confidence, motivation, and active engagement, fostering academic success (Strayhorn and Mullins 2012; Vaccaro et al. 2021). For me, as a queer student in STEM education, the sense of self was paramount to academic achievements (Cech and Waidzunas 2021). A positive and affirming relationship to the self can enhance academic performance, while experiences of microaggressions and discrimination can detrimentally affect both self perception and academic outcomes (Nadal et al. 2016). Therefore, it becomes vital for STEM education to foster inclusive and supportive environments that genuinely value and celebrate the diverse intersections of all students (Rankin, Garvey, and Duran 2019). By creating such environments, STEM education can provide a solid foundation for the academic success of queer students and enable them to thrive (Johns et al. 2019). In line with queer theory, this emphasis on a sense of self and its relationship to academic performance reflects the recognition that students’ and educators’ lived experiences and their positioning within social contexts significantly shape their educational journeys (Butler 1990; Foucault 1972). By acknowledging and addressing the unique challenges faced by queer students and educators, STEM education can actively work towards dismantling oppressive structures and fostering inclusive spaces that celebrate diverse identities, ultimately creating a more equitable and vibrant educational landscape (Gorski, Davis, and Reiter 2013).

Navigating heteronormative environments

Bms2011 structure of the human body

Grade: credit

First day, excitement,

BMS2011, a world to explore,

Intricate, unique* (Caveat) –

A web of wonder.

‘Convention dictates we must study

The normal scientific anatomical structure.’

Excitement erased,

Queerness erased,

Identity, suppressed,

Erased.

Class continues,

Normal,

Typical,

Normal,

Natural,

Normal,

Accepted.

Normal becomes normalised,

A relentless drumbeat,

Variation and difference, ignored,

Cast aside.

Bodies assigned,

Male or female,

Categorised,

Man or woman,

Bodies confined,

Labels applied.

My queerness shrinks,

Now tucked safely away,

A secret treasure,

Hidden.

First day, discomfort,

BMS2011 Structure of the Human Body,

Normal,

Normal,

Normal.

Navigating cisheteronormative environments in STEM education spaces was particularly challenging for me, a queer STEM student. These spaces embody cisheteropatriarchal ideals, which intensified the hegemonic heterosexual and cisgender discourses that I encountered (Miller et al. 2021). Queer theory offers a critical lens to understand and critique how cisheteronormative systems operate, promoting heterosexuality and cisgender as the norm while marginalising and stigmatising queer students (Ryan 2020). In the poem above, I shed light on the imposition of binary notions of sex and gender in their anatomy class, which exemplifies how cisheteronormative discourses unfold in STEM education. Queer theory highlights how these discourses reinforce the social construction of gender and sexuality, obscuring the diverse and fluid nature of human identities. By suppressing the queerness inherent in our bodies, STEM education perpetuates the exclusionary environment created by cisheteronormative discourses, hindering the acceptance and affirmation of queer identities. To navigate these cisheteronormative environments, queer students often resort to queer masking, a practice rooted in queer theory (Cross, Farrell, and Hughes 2022). Queer masking involves concealing or suppressing aspects of one's queerness to conform to the expectations of a cisgender and heterosexual environment. However, queer theory highlights the detrimental effects of such masking, as it reinforces the oppressive nature of cisheteronormativity and undermines individual authenticity. The theory emphasises the importance of challenging and subverting these norms to create spaces where queerness can be freely expressed and embraced.

Conversely, some queer students actively challenge cisheteronormative discourses within STEM education, aligning with the principles of queer theory. By being ‘out’ and open about their queerness, they disrupt normative cisheteropatriarchal assumptions. Through their advocacy, education, and policy initiatives, they aim to dismantle the oppressive systems perpetuated by cisheteronormativity, which aligns with queer theory, to challenge and dismantle the social, cultural, and institutional norms that marginalise and exclude queer students (Cross, Farrell, and Hughes 2022). Recognising and addressing the cisheteronormative environment present in STEM education is crucial, and academic institutions must create opportunities for queer students to feel supported, validated, and included in the academic community. By challenging hegemonic discourses, supporting mental well-being, and actively advocating for change, these institutions can foster an inclusive environment that values and celebrates the diverse identities of all students and educators, regardless of their gender or sexual orientation. This transformative approach will contribute to the thriving and success of queer students in STEM education.

Strategies for coping and resilience

Phy3041 advanced physiology: control of physiological function

Grade: distinction

Them:

Exuberant chatter,

Eager to learn,

Gates closed,

Bridges burned.

Me:

Exuberant dread,

Eager to leave,

No welcome mat,

No reprieve.

Sorry,

This seat is taken,

Sorry,

There's no room,

Sorry,

We've already made up our group (and our minds),

Sorry … 

There is no place for me here,

I don't belong,

A queer in STEM,

Is that so wrong?

But then,

A voice,

A welcome,

A change of tone,

An open door,

A path unknown.

Hey,

Come work with us,

Hey,

There's a spare seat here,

Hey,

You're welcome to join our group (and our community),

Hey … 

Us:

Exuberant chatter,

Eager to learn,

Together we stand,

A new page turned.

As a queer student in STEM education, I have personally faced significant discrimination and marginalisation, which has had a detrimental impact on my academic and professional journey (Cech and Waidzunas 2021; Hughes 2017). However, despite these challenges, I have demonstrated remarkable resilience by employing various strategies to overcome adversity and succeed. One key strategy that I and other queer students have embraced is seeking out supportive communities that understand and share their experiences. These communities, found in queer organisations, online forums, or social networks, provide a sense of belonging, emotional support, and practical guidance. Additionally, building networks of allies play a crucial role in offering support, encouragement, and advocacy for queer students and educators. Allies can include peers, as shown in the poem shared earlier, as well as friends, family members, colleagues, and mentors who champion their rights and well-being (Kersey and Voigt 2021).

Developing a positive sense of self through self-reflection and self-discovery is another resilience-building strategy employed by queer students like myself. By embracing their authentic selves and recognising their worth, they gain confidence, motivation, and engagement, which positively impact their academic performance. Additionally, practising mindfulness and self-care contributes to resilience by helping queer STEM students and faculty manage stress and maintain overall well-being. Furthermore, some of them choose to confront the challenges head-on through activism and advocacy efforts. This can involve advocating for more inclusive policies, participating in queer events, or openly sharing their experiences to raise awareness and effect change (Cooper et al. 2020). For instance, as a researcher, writing about the experiences and the strategies employed by queer students in STEM education exemplifies such activism.

Through this research, the goal was to advocate for and amplify the stories and experiences of queer students in STEM, thereby raising awareness about the need for more inclusive policies and practices (Garvey, Taylor, and Rankin 2015; Vaccaro et al. 2021). By sharing stories and experiences such as mine, we can demonstrate ways to dismantle the systems of discrimination and marginalisation that exist (Nadal et al. 2019). This work was driven by a desire to foster a more inclusive and equitable environment for queer students and educators, promoting positive change within fields such as education, higher education, and specifically here, for STEM higher education (Gorski, Davis, and Reiter 2013; Johns et al. 2019). By highlighting the resilience strategies employed by queer students such as myself, and the importance of supportive communities and allies (Strayhorn and Mullins 2012; Ogunyemi et al. 2020), we can contribute to the broader operationalisation of queer theory (Butler 1990; Foucault 1972). This work aims to address the challenges faced by queer students in STEM, ultimately advocating for their inclusion and success (Ahmed 2006; Chan 2003). Moreover, the work also aims to queer normative STEM research epistemologies to offer new ways to queer STEM, STEM research, and the theories and methodologies used to document queer student and educator practices (Barone and Eisner 2011).

Future directions

This study makes a valuable contribution to the understanding of queer experiences in Australian tertiary STEM education through its atypical retrospective autoethnographic approach. It offers a nuanced, in-depth perspective that serves as a foundation for future research. While the study provides a detailed account of one individual's experiences, its findings open avenues for broader investigations. Future research should consider adopting an intersectional lens to explore the complex interplay of intersectional factors such as race, gender, socioeconomic status, and ability in STEM contexts. Such an approach would further enrich our understanding and facilitate the development of targeted interventions and inclusive policies. There is also an immediate need to extend the research to include underrepresented queer identities, thereby broadening the scope and applicability of the findings. Exploring non-traditional STEM settings like community workshops and online platforms could offer additional insights into the experiences of queer individuals in diverse environments. Longitudinal studies would complement the depth of this study by providing a broader view of evolving challenges and opportunities over time. By pursuing these research directions, we can build upon the foundational insights provided by this study, thereby fostering a more inclusive, diverse, and equitable educational environment for all students in STEM disciplines.

Conclusion

This study illuminates the multifaceted experiences of a queer student navigating Australian tertiary STEM education, as explored through retrospective autoethnopoetics. Rather than ‘revealing’ pre-existing themes, the research co-constructed four major areas of experience: microaggressions and discrimination, the interplay between a sense of self and academic achievement, the challenges and strategies for navigating cisheteronormative contexts, and resilience. These areas not only highlight the struggles but also the agency and resilience that Author 1, and by extension, queer students and educators, demonstrate in the face of adversity. While the study engages with queer theory, it does so with the understanding that the dynamics of power and norms are complex and continually negotiated, rather than static or pre-determined (Foucault 1972). The study serves as an initial step in challenging cisheteronormative assumptions in STEM, offering insights into how more inclusive spaces might be created. It invites educators and institutions to reconsider traditional perspectives on gender and sexuality, thereby enriching the diversity and representation within these educational spaces.

The use of poetic retrospective autoethnopoetics in this study underscores the potential of creative qualitative approaches to capture the emotional and complex nature of lived experiences. This methodological choice not only challenges dominant narratives but also serves as a form of social justice activism, raising awareness and potentially catalysing change. Despite its limitations, this study contributes valuable perspectives on navigating STEM education as a queer individual. It opens avenues for future research to delve into the intersectionality of queer identities, the experiences of underrepresented queer groups, and the long-term development of queer students in various STEM contexts. By embracing queer theory and creative qualitative methodologies, and by advocating for inclusivity, this study contributes to ongoing efforts to create a STEM field that is welcoming and appreciative of all its members, regardless of sexual orientation or gender.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethics

Ethics approval for this research Project ID:27845 was approved by Monash University Human Research Ethics Committee (MUHREC) on 22 October 2021.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.