Key points are not available for this paper at this time.
The present study explored LGBTQ+ (lesbian, gay, bisexual, transgender, queer, and other non heterosexual/cisgender identities) engineering students' navigation of engineering educational contexts and reported the impacts of the engineering educational culture on LGBTQ + students' well-being. Drawing from a sample of ten LGBTQ + university students in the United States, we found that students described cultural norms sustained through minimal tolerance for and the avoidance of identity talk or expression. Systemic homogeneous cultural norms redefine safety expectations for LGBTQ + engineering students while normalizing expectations that LGBTQ + students be silent and tolerate mistreatment. Participants also described the consequences of invisibility and identity conflict that they face for being different within an inequitable field. These findings bring attention to a culture within engineering programs that silences LGBTQ + expression and leaves students feeling isolated. Further research is needed to explore the effect of affirming communities on LGBTQ + engineering students' well-being. We conclude with research and clinical implications for working with LGBTQ + engineering students.
Pradell et al. (Sun,) studied this question.