Disrupting cisheteronormativity in STEM through humanism

Frontiers in Education

Education

Desiree Forsythe¹  Ezekiel Kimball²  Annemarie Vaccaro³  Meg C. Jones³  Rachel Friedensen⁴  Ryan A. Miller⁵  Rachael Forester⁶ 

[1] Biological Sciences, Chapman University, Orange, CA, United States;Education and Human Development, University of Maine, Orono, ME, United States;Education and Professional Studies, University of Rhode Island, Kingston, RI, United States;Educational Leadership & Higher Education, St. Cloud State University, St. Cloud, MN, United States;Higher Education, University of North Carolina at Charlotte, Charlotte, NC, United States;Women’s and Gender Studies and Educational Leadership in Higher Education, Nonprofit HR, Washington DC, WA, United States;

关键词: STEM education;    LGBTQIA+;    critical discourse analysis;    grounded theory;    MIoSG;   

DOI  :  10.3389/feduc.2023.1154275

 received in 2023-01-30, accepted in 2023-05-02,  发布年份 2023

来源: Frontiers

【 摘 要 】

Cisheteronormativity is prevalent throughout college STEM discourses and classrooms. In this paper, we present findings from a U.S. based study focused on the experiences of collegiate STEM students with minoritized identities of sexuality and gender (MIoSG) as the backdrop for discussing how current harmful ideologies in STEM perpetuate cisheteronormativity through discursive practice. We propose that humanistic classrooms and pedagogy can work to dismantle cisheteronormative D/discourses in STEM and create MIoSG inclusive STEM classrooms and programs. Our findings highlight the ways participants experienced cisheteronormative D/discourses in their collegiate STEM contexts. We discuss how these experiences might be mitigated through humanistic educational approaches in college STEM contexts. Our aim is for readers to gain simultaneous theoretical and pragmatic insights on how cisheteronormative D/discourses operate in collegiate STEM classrooms and educational programs.

【 授权许可】

Unknown   
Copyright © 2023 Jones, Forsythe, Friedensen, Vaccaro, Miller, Kimball and Forester.