The de-representation of science and queer science students in higher education within the queer/gay discourse

Abstract

A group of science students self-identifying as gay or queer have only talked of their sexuality and gender feelings, and their experiences within higher education, on the completion of their studies. The reasons for their alienation from, and further marginalisation by the queer discourse are discussed. These include the stereotyping of gay sensibility, anti-science prejudice, classism and fundamentalist constructivism. An argument is made for the reintegration of science within the gay/queer discourse, particularly in light of recent work which ‘queers’ natural history, since the valuing of science within the discourse would both allow and encourage the visibility of queer science students, making the science class and laboratory safer spaces. Throughout, reference is made to the marginalisation and emotional labour involved in negotiating invisibility which impedes both learning and the recognition of learning, and which would be challenged by the recognition of the value of science within the discourse.