A Scoping Review on the Experiences of Queer and Trans Students in STEM

Efforts to increase diversity in STEM (science, technology, engineering, and mathematics) are ongoing, but within these efforts queer and trans individuals are often left out. While initial data does suggest that queer and trans individuals are significantly absent from the STEM workforce, research into the causes of such underrepresentation is scattered. Given the importance of educational experiences in the pursuit of a STEM career, it is likely that these early experiences may play a role. Therefore, the purpose of this paper is to investigate the current research on the experiences of queer and trans students in STEM educational spaces, what methods are best for supporting them, and where more research is needed. To that end this study employs the use of scoping review methodology in order to draw conclusions from a wide variety of studies. Data was organized into broad categories so as to draw qualitative descriptions of the current literature. This analysis revealed that overall, the experiences of queer and trans students in STEM are primarily negative, dominated by invisibility and isolation created by cultures of that prioritize and normalize cisgender and heterosexual perspectives and experiences and are therefore unwelcoming of queer and trans identities. More research is needed in order to determine how to improve the experiences of queer and trans students in STEM, but acknowledgements of queer and trans identities within STEM spaces as well as queer affinity groups do seem to have some positive impact for students. Other gaps in the literature identified include a significant lack of research on K-12 queer and trans students in STEM as well as the need for studies specific to trans students, those of specific queer identities, and those engaged in specific STEM fields as well as intersectional studies. Recommendations for research and practice are included.