Queer in Science, Technology, Engineering, and Mathematics

Following the Intersections of Queerness, Transness and Science Identities

Datos Bibliográficos

ID21392824
AutoresNelly K M Marosi (0000-0001-9989-6094, Centre for Learning and Teaching University of Groningen Groningen the Netherlands, autor de correspondencia), Lucy Avraamidou (0000-0001-9693-4438, Centre for Learning and Teaching University of Groningen Groningen the Netherlands), Mónica López López (0000-0002-9419-578X, Faculty of Behavioural and Social Sciences University of Groningen Groningen the Netherlands), Allison J Gonsalves (0000-0001-5613-0689, McGill University)
Año2026
Volumen110
Número2
Páginas673-692
Fecha de publicación2026-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScience Education (JOURNAL)
Identificadores de la revistaISSN: 0036-8326 • E-ISSN: 1098-237X
EditorialWiley (PUBLISHER • GB)
DOI10.1002/sce.70033
OpenAlexW4416228698
IdiomaEN
Citas recibidas3
Referencias citadas70

This multiple case study explores the intersections of queerness/transness and science education through a combined framework of queer theory, intersectionality, the construct of figured worlds and science identity. The study uses a life‐history approach to characterize the trajectories of three purposefully selected queer individuals who are currently working in a European or US‐based higher education institution. We collected data through multiple in‐depth, semistructured and unstructured interviews, and artefacts, for the purpose of exploring shifts on the participants' science identities throughout their lives, as they moved towards or away from science. The findings illustrate how exclusionary cultural models in STEM—shaped by cisheteronormativity, whiteness, patriarchy, ableism, and neoliberal values—promote science as hypercompetitive, individualistic, and emotionally detached. These models marginalize queer identities, stigmatize mental health, and depoliticize science by erasing sociopolitical concerns and limiting who is recognized as a legitimate science person. As such, they contribute to ongoing efforts to queer science education by illuminating how systemic norms shape identity trajectories. We conclude by sharing implications for research, theory, and practice in pursuit of more inclusive and liberatory visions of science education

Construct (python library) · Heteronormativity · Identity (music) · Occupational science · Philosophy of science · Queer · Queer theory · Science education · Vision · Career Development and Diversity · LGBTQ Health, Identity, and Policy · Posthumanist Ethics and Activism