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Slade Pearce

Professor Batty

English 1

13 March 2019

A Queer Query Into STEM;

Does A Lack Of Queer Representation Contribute To A Lack Of Queer Students?

How many scientists can you name off the top of your head? Most people can name the

well known scientists, like Ben Franklin, Marie Curie, and Charles Darwin. Now, how many

LGBT scientists can you name? Recent studies show, LGBT students in STEM majors are far

more likely to switch out of the STEM field than their heterosexual, cisgendered counterparts. A

lack of LGBT representation in STEM fields, from scientists themselves to the materials studied,

may be a contributing factor in the lower retention rates of LGBT students in STEM majors.

While many people say that a person’s sexuality should be left out of the conversation in regards

to their work. I maintain that representation of any minority is critical in making them feel

welcome in any space. If we wish to increase the number of LGBT students in the STEM field,

LGBT representation is the first place we should look.

Representation plays a vital role in any community. From a young age, many people start

looking for themselves in the world around them to help find their own way. LGBT students are

no different. In fact, coming from an already marginalized community may make them look even

harder. Diversifying material studied in STEM classes to include the queer community’s

contributions to STEM could play a critical role in diversifying the STEM field itself. In my own
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experiences as a gay man, I find myself seeking out and being much more interested in topics

pertaining to my own community. By showing that the STEM field is a diverse, welcoming place

for all types of people, and not only represented by heterosexual males, LGBT students, and

other minority students, would increase in four year STEM programs. Including queer content in

studies before college level would spark interest in younger, more diverse students, which will

lead them to a four year program.

Even though there is little to no discussion of queer peoples contributions to the STEM

field, there are plenty of queer scientists in STEM’s past and present. Alan Turing, the inventor

of the Enigma machine that helped crack Nazi codes leading to the Allies victory and the Turing

machine, is considered an ancestor of the modern day computer. Sally Ride, an astronaut for

NASA and the first woman in space, had a female partner for over twenty seven years. There is

even substantial evidence arguing that Leonardo Da Vinci was a homosexual. Michael White, a

british biographer and author of “Leonardo: The First Scientist” goes into great detail of the

famous renaissance artist and scientist’s personal life, saying “"there is little doubt that Leonardo

remained a practising homosexual" (White 1). White is hardly the only person to have made

these claims about Da Vinci and Da Vinci is hardly the only historical figure to have evidence

pointing to queerness. With all of these important queer figures in STEM’s past and present, why

are these details left out of the discussion?

Only recently have the social stigmas around the queer community shifted enough for us

to begin talking about the queer experience in STEM fields and how the lack of representation

harms them. A recent study examined whether sexual minority students were more or less likely

to continue in a STEM field after four years rather than switching to a non-STEM program,

compared to their hetersexual peers. By examining survey data, researchers found that sexual
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minority students are 9.7% more likely to switch out of a STEM majors than their heterosexual

classmates. A 2016 report from the American Physical Society mentions reports of forced

heteronormative work climates, pressure to remain in the closet, and a lack of empathy or

understanding of LGBT people (Esposito 8). Researcher Bryce Hughes, of the University of

Montana, identified some positive factors that help with LGBT student retention in STEM fields,

stating “One factor that has shown to make a difference in retention for both LGBQ and STEM

students is mentoring and support from faculty. For sexual minority students, LGBQ faculty and

staff serve as confidants and sources of support,”(Hughes 1). Hughes believes having more out

LGBTQ faculty members to help support LGBT students will have a direct correlation to LGBT

students continuing in STEM fields. These studies highlight the importance of visible LGBT

faculty members as a way to make STEM programs more welcoming to sexual minority

students.

There are many people who don’t see the relevance a person's sexuality has on their work

in any field, not just STEM fields. Some states even have laws, often referred to as “No Promo

Homo” laws, that prevent teachers from discussing the lgbt community at all. That being said, I

prefer to hear from someone involved in the queer community. Lauren Esposito, a queer

identifying scorpion biologist, says this in her article, ‘People have found the strength to come

out after reading other scientists’ stories.’ "First, it shouldn’t have anything to do with it.

However, when discrimination, exclusion and harassment impede our ability to do great science,

visibility and allies are needed. Second, it benefits society to have science done by the most

diverse possible range of people, with the most diverse possible range of perspectives and

approaches" (Esposito, 8). Esposito really speaks to the heart of the issue, with visibility comes
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protection from discrimination, exclusion, and harassment. Discovery should be lead by people

from every aspect of life. With different perspectives comes different discoveries.

While the challenges faced by LGBT students in STEM programs will not be solved

overnight, a critical first step is clear: inclusion and representation are essential factors in

creating a welcoming atmosphere for LGBT students. As visibility of diverse viewpoints in

STEM programs increases, the variety of students interested in their programs will also increase.

Differentiating perspectives can only benefit STEM programs and increasing the representation

of LGBT people and studies in their programs is the best way to keep LGBT students interested

in them. This matter transcends just inclusion, it could further affect AIDS studies, gender and

sexuality studies, and many other areas of research directly affecting the queer community. Their

personal insights and perspectives might just be the missing link to the next big break in

research. LGBT peoples deserve to be at the front of their own research. Don’t we owe it to them

to let them know they have a seat at the table?

Works Cited

Esposito, Lauren. “‘People Have Found the Strength to Come out after Reading Other Scientists’
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Stories’.” Biologist, vol. 65, no. 5, Oct. 2018, pp. 8–9. EBSCOhost,

library.lavc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=1326

61919&site=eds-live.

Hughes, Bryce. “'People Have Found the Strength to Come out after Reading Other Scientists' Stories'.” Thebiologist,

2018, thebiologist.rsb.org.uk/biologist-opinion/159-biologist/opinion/2034-people-have-found-the-strength-to-come-

out-after-reading-other-scientists-stories.

White, Michael. Leonardo : The First Scientist. St. Martin’s Press, 2000. EBSCOhost,

library.lavc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cat01148a&AN

=lavc.u290217&site=eds-live.