The identity-related experiences of LGBTQ + students in engineering spaces

Abstract

The present study explored LGBTQ+ (lesbian, gay, bisexual, transgender, queer, and other non heterosexual/cisgender identities) engineering students’ navigation of engineering educational contexts and reported the impacts of the engineering educational culture on LGBTQ + students’ well-being. Drawing from a sample of ten LGBTQ + university students in the United States, we found that students described cultural norms sustained through minimal tolerance for and the avoidance of identity talk or expression. Systemic homogeneous cultural norms redefine safety expectations for LGBTQ + engineering students while normalizing expectations that LGBTQ + students be silent and tolerate mistreatment. Participants also described the consequences of invisibility and identity conflict that they face for being different within an inequitable field. These findings bring attention to a culture within engineering programs that silences LGBTQ + expression and leaves students feeling isolated. Further research is needed to explore the effect of affirming communities on LGBTQ + engineering students’ well-being. We conclude with research and clinical implications for working with LGBTQ + engineering students.

Keywords:

• LGBTQ+
• engineering
• minority stress theory
• identity

Disclosure statement

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

Additional information

Funding

This work was supported by the National Science Foundation (NSF) [Grant number: BPE-1828227].

Notes on contributors

Lee R. Pradell

Lee R. Pradell (they/them) is a doctoral candidate of Clinical/Counseling Psychology at Utah State University. Their research focuses on transgender mental health broadly, paying specific attention to the intersecting and idiosyncratic nature of identity.

Joshua G. Parmenter

Joshua G. Parmenter (they/he) is an assistant professor of Counseling Psychology at University of Missouri. Their research utilizes an intersectional framework to explore the experiences of oppression and resilience among LGBTQ+ People of Color. Dr. Parmenter helped contribute to the project’s data analysis and manuscript write-up.

Renee V. Galliher

Renee V. Galliher (she/her) is a professor of Psychology at Utah State University. Her research is focused on identity development processes, emphasizing intersections of domains of identity within relational and cultural contexts. Using observational, self-report, and qualitative methodologies, she assesses ethnic identity, sexual and gender identity, religious identity, professional identity, and other forms of identity across developmental transitions. Her work examines patterns of risk and resilience related to important family and peer relationships, as well as cultural influences and the impact of prejudice and discrimination. Renee helped with data collection and analysis. She is also the primary mentor of the first author and guided them throughout the manuscript writing process.

Ryan B. Berke

Ryan B. Berke (he/him) is an Associate Professor of Mechanical and Aerospace Engineering at Utah State University. He runs a large and diverse lab in which undergraduate research plays a key role in recruiting and training top graduate students and is an active advocate for broadening the participation of underrepresented groups in STEM. He has a strong value in advising students from historically minoritized backgrounds. Ryan is particularly passionate about mentoring women and non-binary students. Ryan helped with defining the scope of the project and obtaining the initial grant to fund this project.

Lindsey Rowley

Lindsey Rowley (she/her) studied at Utah State University during that time she researched solid mechanics. In her spare time, she assisted with LGBTQ+-related research and on-campus events. Lindsey helped with the manuscript review after the initial data analysis process.