Identifying Stressors Inhibiting Belonging, Visibility, and Peer Inclusion for College Students with MIoSG in STEM
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| Title: | Identifying Stressors Inhibiting Belonging, Visibility, and Peer Inclusion for College Students with MIoSG in STEM |
|---|---|
| Language: | English |
| Authors: | Annemarie Vaccaro (ORCID |
| Source: | Journal of LGBT Youth. 2024 21(2):265-283. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Stress Variables, Barriers, Sense of Community, Peer Relationship, Inclusion, College Students, LGBTQ People, Sexuality, STEM Education, Minority Group Students, Well Being |
| DOI: | 10.1080/19361653.2023.2297271 |
| ISSN: | 1936-1653 1936-1661 |
| Abstract: | With constantly changing political landscapes affecting the ability of college students with minoritized identities of sexuality and/or gender (MIoSG; Vaccaro et al., 2015) to thrive on campus, higher educators need to understand student reported stressors to design more inclusive learning environments. Building from minority stress theory and using data from a grounded theory study with 56 collegiate STEM students with MIoSG, this paper documents stressors that students reported as contributing to diminished wellbeing. We used constant comparative grounded theory analysis to identify stressors shared by all participants, which included lack of belonging and invisibility in competitive STEM cultures as well as exclusionary interactions with STEM peers. Recommendations include the design and delivery of holistic education and support services on campus. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1418726 |
| Database: | ERIC |
| Abstract: | With constantly changing political landscapes affecting the ability of college students with minoritized identities of sexuality and/or gender (MIoSG; Vaccaro et al., 2015) to thrive on campus, higher educators need to understand student reported stressors to design more inclusive learning environments. Building from minority stress theory and using data from a grounded theory study with 56 collegiate STEM students with MIoSG, this paper documents stressors that students reported as contributing to diminished wellbeing. We used constant comparative grounded theory analysis to identify stressors shared by all participants, which included lack of belonging and invisibility in competitive STEM cultures as well as exclusionary interactions with STEM peers. Recommendations include the design and delivery of holistic education and support services on campus. |
|---|---|
| ISSN: | 1936-1653 1936-1661 |
| DOI: | 10.1080/19361653.2023.2297271 |
