A holistic understanding of inclusion in STEM : systemic challenges and support for women and LGBT+ academics and PhD students
Reggiani, Marco and Gagnon, Jessica Dawn and Lunn, Rebecca Jane (2024) A holistic understanding of inclusion in STEM : systemic challenges and support for women and LGBT+ academics and PhD students. Science Education. ISSN 0036-8326 (https://doi.org/10.1002/sce.21899)
Preview |
Text.
Filename: Reggiani-etal-SE-2024-A-holistic-understanding-of-inclusion-in-STEM-systemic-challenges-and-support.pdf
Final Published Version License: Download (1MB)| Preview |
Abstract
Barriers to equity, diversity, and inclusion remain in Science, Technology, Engineering, and Mathematics (STEM) for historically underrepresented and marginalized individuals. The purpose of this study was to explore the experiences of women and LGBT+ academics and PhD students in the United Kingdom. Specifically, this article examines systemic challenges and support that 82 participants who identified as women and/or LGBT+ academics and PhD students have experienced in their STEM environments and throughout their careers. In this qualitative study, we employed intersectionality theory to frame a thematic analysis of interviews and focus groups. Our findings indicate that the experiences of participants are characterized more by inequities than by support from colleagues, peers, and higher education institutions. Inequities are widespread and intersectional, and have a cumulative impact whenever individuals endure multiple and potentially escalating challenges—which include hard‐to‐spot disadvantages, stereotypes, prejudice, as well as harassment, bullying, and discrimination. Participants’ accounts illustrate the benefits of different support mechanisms but also the limitations of initiatives to support marginalized individuals and groups in STEM that are not systematically embedded across institutions. Based on our findings, we present two conceptual models to better understand systemic challenges and their consequences for women and LGBT+ academics and PhD students in STEM, as well as to inform more holistic support mechanisms to create more inclusive STEM environments. Implications from the study highlight institutional accountability as key to improving climates and transformative change.
ORCID iDs
Reggiani, Marco ORCID: https://orcid.org/0000-0002-6158-2302, Gagnon, Jessica Dawn and Lunn, Rebecca Jane ORCID: https://orcid.org/0000-0002-4258-9349;-
-
Item type: Article ID code: 89909 Dates: DateEvent27 July 2024Published27 July 2024Published Online7 July 2024AcceptedSubjects: Education > Theory and practice of education
Social Sciences > The family. Marriage. Women > Gender identityDepartment: Faculty of Engineering > Civil and Environmental Engineering Depositing user: Pure Administrator Date deposited: 11 Jul 2024 09:58 Last modified: 26 Sep 2024 13:21 Related URLs: URI: https://strathprints.strath.ac.uk/id/eprint/89909