Abstract

Abstract:

This constructivist grounded theory study provides insight into the complex process by which 56 STEM students with minoritized identities of sexuality and/or gender (MIoSG) experienced and navigated campus learning environments in their disciplines/fields. The Historicized Model of MIoSG in STEM is situated within systems of power, privilege and oppression and documents a mutually constituting process of historicized meaning making connecting students' past, present postsecondary experiences, and future projections.

pdf

Share