Mairéad Hurley, Deirdre Butler, Eilish McLoughlin
STEM Teacher Professional Learning Through Immersive STEM Learning Placements in Industry: a Systematic Literature Review
Journal for STEM education research
lesbian gay bisexual transgender queer plus lgbtq students undergraduate science technology engineering math stem majors likely drop cisgender heterosexual peers despite equivalent grades research exposure demonstrated sense belonging strong predictor student retention low lgbtqidentified stem undergraduates posited faculty openness authenticity enhance sense belonging lgbtq students creation inclusive classroom culture authors article three lgbtqidentified faculty health sciences department boston university surveyed students enrolled courses elicit student thoughts feelings behaviors regarding effect faculty 1 sharing identity openly classroom 2 actively working create open inclusive dialogue space classrooms 86 student participants across multiple classes large majority students lgbtqidentified nonlgbtqidentified described feeling safe included welcomed classroom described engaging peertopeer education felt instructor authenticity created safe inclusive classroom minority lgbtqidentified students nonlgbtqidentified students reported feeling unsure voicing opinions former related insecurity lgbtq latter feeling liberal bias existed classroom altogether results suggest positive effect student sense belonging faculty authenticity intentionality create inclusive classroom environments health sciencesnew noteworthy openness authenticity lesbian gay bisexual transgender queer plus lgbtqidentified faculty health sciences positively affect students helping feel seen welcomed included students identify lgbtq moreover faculty openness fostered student action encouraging peertopeer discussions inclusive language engage openly classroom discussions creating academic job security lgbtqidentified faculty open enhance classroom culture student engagement learning