Key Patterns of LGBTQ Experiences in STEM: From Institutional Barriers to Transnationality

Abstract

For decades, scholars have researched social inequalities of race, gender and other minority groups experiences in science, technology, engineering, and mathematics (STEM). Nonetheless, whether lesbian, gay, bisexual, transgender and queer (LGBTQ) professionals experience parallel disadvantaged circumstances remains to be further surveyed substantively. This paper draws on relevant literature concerning the normative STEM environment and different views (constructivism, liberalism, etc.), seeking to unpack the intersectionality between LGBTQ and STEM. Through conducting surveys targeted at international LGBTQ students regarding their academic, social, and mental experiences in STEM specifically, this paper argues that there exists a shared common dilemma for this group: sexual objectification and extra stress to increase their STEM competence. This paper comparatively analyzes the results and reveals the institutional and transnational barriers for those LGBTQ students of different cultural backgrounds in the context of globalization and international interactions and cooperation. This paper also contends that LGBTQ professionals in STEM become victims of sexual objectification mainly due to hypermasculinity and male-female dichotomy.