1. Identifying stressors inhibiting belonging, visibility, and peer inclusion for college students with MIoSG in STEM.
- Author
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Vaccaro, Annemarie, Carvalho, Orianna D., Jones, Meg C., Miller, Ryan A., Forsythe, Desiree, Friedensen, Rachel E., and Forester, Rachael
- Subjects
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MINORITY students , *SCHOOL environment , *SELF-evaluation , *MATHEMATICS , *FOCUS groups , *DIVERSITY & inclusion policies , *SCIENCE , *ENGINEERING , *AFFINITY groups , *INTERVIEWING , *UNDERGRADUATES , *ATTITUDES toward sex , *MINORITY stress , *MAINSTREAMING in special education , *SOCIAL integration , *EXPERIENCE , *STUDENTS , *SOUND recordings , *TECHNOLOGY , *RESEARCH methodology , *PSYCHOLOGY of college students , *SEXUAL minorities , *STUDENT attitudes , *GROUNDED theory , *SOCIAL support , *WELL-being - Abstract
With constantly changing political landscapes affecting the ability of college students with minoritized identities of sexuality and/or gender (MIoSG; Vaccaro et al., 2015) to thrive on campus, higher educators need to understand student reported stressors to design more inclusive learning environments. Building from minority stress theory and using data from a grounded theory study with 56 collegiate STEM students with MIoSG, this paper documents stressors that students reported as contributing to diminished wellbeing. We used constant comparative grounded theory analysis to identify stressors shared by all participants, which included lack of belonging and invisibility in competitive STEM cultures as well as exclusionary interactions with STEM peers. Recommendations include the design and delivery of holistic education and support services on campus. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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