LGBTQ+ inclusion in STEM
BARRIERS WITHIN BARRIERS − MINORITIES WITHIN MINORITIES
Competitive funding
This project is funded by the Royal Society of Chemistry and the Department for Science, Innovation and Technology, as one of the LGBT+ Inclusion in STEM grants (Colston, 2023-24 / Grant #214695768).
Introduction
STEM professions have stereotypically been dominated by white, heterosexual men – a masculine culture with the expectation of heteronormative identity. Not surprisingly, the scientific world is now at high risk of losing its LGBTQ+ scientists because of the hostile, exclusionary, working and learning environments we have created. What are the cumulative effects of this environment on those who are minoritised within the LGBTQ+ community? The LGBTQ+ scientists of colour working in white-dominated spaces? The LGBTQ+ women scientists of colour working in men-dominated disciplines and white-dominated spaces? We seek to understand how these minorities within minorities navigate the layered barriers to inclusion across both the UK and US scientific landscape. Applying an intersectional lens, we will provide a deeper insight into the barriers and enablers to LGBTQ+ inclusion in STEM, and establish a richer evidence base to inform effective strategies to prevent attrition and increase retention for all LGBTQ+ groups in STEM.
Vision & objectives
In line with the scope of the call, our proposed research seeks to build on and scale-up previous research in the UK and US that has explored workplace experiences of LGBTQ+ people in the fields of science, technology, engineering and mathematics (STEM) [1−4], and particularly the exclusionary and hostile environments often encountered in the physical sciences that contribute to high attrition rates (the ‘leaky pipeline’) for LGBTQ+ scientists and engineers [5]. We also seek to add a new dimension to this research, by analysing LGBTQ+ inclusion through an intersectional lens.
STEM professions (e.g. physical sciences) have stereotypically been dominated by white, heterosexual men – a masculine culture with the expectation of heteronormative identity [3] and little awareness of LGBTQ+ issues among STEM professionals [5]. This is a persistent culture that has led to under-representation, not only of LGBTQ+ scientists, but also of women and scientists from racial minorities. Whilst the under-representation of women and people of colour within STEM is fairly well researched (less so for LGBTQ+ scientists), it is common among researchers to view the observed inequalities in isolation. This is not reflective of lived experience, where individuals may (and often do) identify with more than one minority group. It is more realistic, therefore, to consider the intersection of these under-represented groups in STEM and the compounding effect of multiple, overlapping, disadvantages and/or discrimination that they face. For example, LGBTQ+ scientists from ethnic minorities and LGBTQ+ scientists identifying as women are more likely than their white LGBTQ+ men colleagues to experience harassment and professional devaluation [4]. The experiences of minority groups within the LGBTQ+ community, therefore, are likely to be different.
The principal aim of our proposed research is to undertake a comparative cross-culture study of how layers of marginalisation in STEM differentially impact the attrition of LGBTQ+ groups in both the UK and US. By applying an intersectional lens, we will provide a deeper insight into the barriers and enablers to LGBTQ+ inclusion in STEM in both UK and US contexts, and establish a richer evidence base to inform effective inclusion strategies (taking a systems-based approach and not attempting to ‘fix’ individuals) to prevent attrition and increase retention for all LGBTQ+ groups in STEM.
In order to meet the project aims, five project objectives are defined:
To identify the barriers and enablers to inclusion for minoritised groups within the LGBTQ+ community in UK and US STEM. For example, the experiences of LGBTQ+ people of colour in white-dominated spaces, and LGBTQ+ women of colour in men-dominated disciplines and white-dominated spaces.
To determine the extent to which experiences in O1 differ according to context. For example, by country and region (UK/US – including culture, LGBTQ+ legislation, socioeconomics, religion), STEM discipline (particularly with regards diversity), and STEM setting (e.g. academia / industry and laboratory / fieldwork).
To determine the extent to which context-specific experiences shape attrition and retention in STEM for LGBTQ+ individuals from all groups. For example, do women-heavy spaces (e.g. in Biomedical Engineering) provide a more supportive and psychologically safe environment for LGBTQ+ individuals? and if so, does this lead to better retention?
To build on existing knowledge to provide an evidence base to shape inclusive policies and practices for LGBTQ+ scientists in both the UK and US
To establish the building blocks for an LGBTQ+ inclusion strategy for UK-US STEM, and contextual plans for implementation across UK-US sectors.
This is a new transatlantic research collaboration between UK and US researchers, bringing together a multidisciplinary and international team of experts across STEM, EDI, social sciences and humanities.
Project Activities
LANDSCAPE MAPPING: LGBTQ+ INCLUSION IN THE UK AND US.
An evidence review of the LGBTQ+ inclusion landscape in UK and US and a contextual comparison between the UK and US.BUILDING THE EVIDENCE BASE 1: Policy & practice through the inclusion lens.
A comprehensive survey of LGBTQ+-relevant policies and practices for Professional bodies, funders, policymakers, government.BUILDING THE EVIDENCE BASE 2: The lived experience of LGBTQ+ scientists.
A range of different data collection activities to build a rich lived experience evidence base, including an international climate survey, focus groups aimed at capturing intersectional experience, multi-modal creative capture for 'in-the-moment' lived experience; and semi-structured interviews.MAKING STEM MORE INCLUSIVE OF LGBTQ+ SCIENTISTS.
Co-evaluation of data through stakeholder co-creation workshops in both the UK and US. Establish actionable recommendations to shape inclusive policies and practices for LGBTQ+ scientists in UK and US, and inform inclusion strategies to improve retention of LGBTQ+ scientists in both the UK and US, including contextual plans for implementation across UK-US sectors.END OF PROJECT STAKEHOLDER SYMPOSIUM to disseminate findings and outcomes will be held in December 2024.
Project Partners and Collaborators
Our project team is international, with project partners and collaborators based in the UK, USA and Australia:
Dr Lauren Esposito, California Academy of Sciences, San Francisco, USA
Dr Arti Agrawal, Vividhata, Australia
Dr Mark Mcbride-Wright, EqualEngineers and InterEngineering
References
Yoder, J. B. & Mattheis, A. (2016). ‘Queer in STEM: Workplace Experiences Reported in a National Survey in LGBTQA Individuals in Science, Technology, Engineering, and Mathematics Careers, Journal of Homosexuality, 63(1), 1−27.
E. A. Cech and T. J. Waidzunas (2021). Systemic inequalities for LGBTQ professionals in STEM, Sci. Adv. 7(3): eaao6373. DOI: 10.1126/sciadv.abe0933.
Hughes, B.E. (2018). Coming out in STEM: Factors affecting retention of sexual minority STEM students, Sci. Adv. 4(3): eaao6373. DOI: 10.1126/sciadv.aao6373.
More research & practice
ASPIRE
The ASPIRE vision is to create a web-based platform aimed at accelerating meaningful changes in attitude and behaviour towards diversity, and facilitating inclusive workplace environments. The ASPIRE toolkit will guide and measure the implementation of inclusion initiatives across organisations, providing indicators of change in attitudes and culture and recommendations for future and further action.
