Exploring the Experiences of Queer Women of Color in Science, Technology, Engineering, and Mathematics Programs: A Narrative Inquiry

Abstract

Considerable global attention has been placed on science, technology, engineering, and mathematics (STEM) programs and professions crucial to solving global problems (Bianchini, 2013; Singer, 2011; Walker, 2015). Therefore, an increased importance has been placed on recruiting and retaining diverse students in STEM programs across higher education (Martinez, 2012; McGlynn, 2012; National Science Foundation, 2019; Racial and Ethnic Minority Students’ Success, 2011). Although there have been slight shifts among women and underrepresented racial minority (URM) students enrolling in, and graduating from STEM programs (Holman, Stuart-Fox, & Hauser, 2018; Strayhorn, Harper, & Newman, 2010), increasing the representation of women, underrepresented racial minority (URM) students, and lesbian, gay, bisexual, transgender, and queer (LGBTQ+) students in STEM requires a nuanced understanding of these student populations and their intersecting identities (Byars-Winston, 2013; Linley et al., 2016). Specifically, this study aims to cultivate the current notions of underrepresented, minoritized and marginalized students in STEM and broaden the understanding of multiply marginalized students living intersectional lives while attending and graduating from their respective STEM programs. This study draws on the stories of five co-researchers who self-identify as queer women of color (QWOC) currently enrolled in a STEM program or recent graduates of a university-level STEM program. This qualitative study utilizes a narrative research design to explore the following research questions: 1) What are the experiences of QWOC in STEM programs? 2) How do QWOC explain their success in STEM programs? This master’s thesis aims to advance our understanding of the experiences of QWOC in STEM.