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Abstract The STEM institution in the United States has grown and evolved within the context of the capitalist society that it is embedded. Scholars from the fields of education, gender and sexuality studies, and ethnic studies have adopted anti-capitalist frameworks which examine how American society's educational, economic, and social systems have developed in ways that harm marginalized groups. These groups include the Gender, Romantic, and Sexual Minority (GRSM) community, Communities of Color, disabled people, and women. This paper adopts an anti-capitalist and critical lens specifically through the use of Foucauldian analysis of power dynamics to examine how four GRSM people who experienced the STEM educational and industrial institutions conceptualize revisions to that institution through the radical lens of their queerness. Two participants left the STEM institution due to discrimination based on their GRSM experiences, whereas the other two are still embedded in engineering environments. Each participant describes their experiences with power and privilege with regard to their subjectivities and those of their superiors, as well as reimagine the STEM institution through the beginnings of a revolutionary Queer praxis (or, theory into practice).
Madeleine Jennings (Tue,) studied this question.