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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 0000-0002-2046-588X), Orianna D. Carvalho (ORCID 0000-0002-6291-9632), Meg C. Jones (ORCID 0000-0002-6078-9379), Ryan A. Miller (ORCID 0000-0002-1855-9887), Desiree Forsythe (ORCID 0000-0001-5582-4427), Rachel E. Friedensen (ORCID 0000-0001-9850-436X), Rachael Forester (ORCID 0000-0001-5125-1289)
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
FullText Text:
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  Data: Identifying Stressors Inhibiting Belonging, Visibility, and Peer Inclusion for College Students with MIoSG in STEM
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  Data: <searchLink fieldCode="AR" term="%22Annemarie+Vaccaro%22">Annemarie Vaccaro</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2046-588X">0000-0002-2046-588X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Orianna+D%2E+Carvalho%22">Orianna D. Carvalho</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6291-9632">0000-0002-6291-9632</externalLink>)<br /><searchLink fieldCode="AR" term="%22Meg+C%2E+Jones%22">Meg C. Jones</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6078-9379">0000-0002-6078-9379</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ryan+A%2E+Miller%22">Ryan A. Miller</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1855-9887">0000-0002-1855-9887</externalLink>)<br /><searchLink fieldCode="AR" term="%22Desiree+Forsythe%22">Desiree Forsythe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5582-4427">0000-0001-5582-4427</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachel+E%2E+Friedensen%22">Rachel E. Friedensen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9850-436X">0000-0001-9850-436X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachael+Forester%22">Rachael Forester</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5125-1289">0000-0001-5125-1289</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+LGBT+Youth%22"><i>Journal of LGBT Youth</i></searchLink>. 2024 21(2):265-283.
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  Data: 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
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  Data: 19
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  Data: 2024
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Community%22">Sense of Community</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22LGBTQ+People%22">LGBTQ People</searchLink><br /><searchLink fieldCode="DE" term="%22Sexuality%22">Sexuality</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink>
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  Data: 10.1080/19361653.2023.2297271
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  Data: 1936-1653<br />1936-1661
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  Data: 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.
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  Data: 2024
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  Data: EJ1418726
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      – SubjectFull: Barriers
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      – SubjectFull: Sense of Community
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Minority Group Students
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