NEGOTIATED INVOLVEMENT IN STEM ORGANIZATIONS BY STUDENTS WITH MINORITIZED IDENTITIES OF SEXUALITY AND/OR GENDER

The literature suggests that students who hold minoritized social identities often have lower rates of persistence in science, technology, engineering, and mathematics (STEM) due to many factors, including marginalization from both peers and faculty. In response, universities have developed STEM organizations and clubs to foster belonging and success in STEM students from marginalized backgrounds (i.e., "Out in STEM"). While the literature suggests that student involvement increases persistence and sense of belonging, little research has focused on participation by students with minoritized identities of sexuality and/or gender (MIoSG) in STEM organizations. Our findings, from a multi-campus, grounded theory study with 56 STEM students with MIoSG, suggest that students weigh the benefits against the potential pitfalls of participation. Study participants discussed the challenges of balancing time constraints, perceptions of hostile and/or identity affirming environments, and the presence/absence of organizations for students with MIoSG on campus.