Work

Building LGBTQ-Inclusive Chemical Engineering Classrooms and Departments

Year: 2018

Type: article

Abstract: Despite recent advances in LGBTQ+ (lesbian, gay, bisexual, transgender, and queer) equality in the United States and in many countries around the globe, LGBTQ+ students on college campuses still experience bias, hostility and discrimination. Engineering departments on campus in particular have been slower than other departments to respond to efforts to effect a positive change for LGBTQ+ individuals [1, 2]. Researchers and practitioners began working together in 2015 to advance LGBTQ+ inclusion in engineering classrooms and workplaces. This paper presents research-informed promising practices for creating LGBTQ+-inclusive climate in engineering departments. The specific focus is on strategies that can be adopted by individual faculty members to support LGBTQ+ inclusion for engineering students in academic spaces.

Source: Chemical Engineering Education

DOI: 10.18260/2-1-370.660-105856

Authors: Anthony Butterfield, Alon McCormick, Stephanie Farrell

Institutions: University of Utah, University of Minnesota, Rowan University

Language: English

Topic: Gender, Sexuality, and Education

Subfield: Gender Studies

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Quality education

Open Access status: bronze

Funders: National Science Foundation, American Society for Engineering Education, University of Minnesota