“It’s dude culture”: Students with minoritized identities of sexuality and/or gender navigating STEM majors.
“It’s dude culture”: Students with minoritized identities of sexuality and/or gender navigating STEM majors.
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“这是花花公子文化”：具有少数性取向和/或性别导航 STEM 专业的学生。
DOI：
10.1037/dhe0000171
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发表时间：
2020
影响因子：
2.4
通讯作者：
Rachael Forester
中科院分区：
文献类型：
--
作者：
Ryan A. Miller;Annemarie Vaccaro;Ezekiel Kimball;Rachael Forester
就社会变革而言，科学、技术、工程和数学 (STEM) 职业道路既有利可图，又具有变革性（例如，Christensen、Knezek 和 Tyler-Wood，2014 年；Fuesting、Diekman 和 Hudiburgh，2017 年；Wang、Ye 和 Degol，2017 年）。然而，研究表明，STEM 学习环境对少数群体的学生并不友好，尤其是女性、有色人种和残疾人（例如，Gottfried、Bozick、Rose 和 Moore，2016 年；O’Brien、Blodorn、Adams、Garcia 和 Hammer，2015 年；Stout、Grunberg 和 Ito，2016 年）。几乎没有研究调查过 STEM 中具有少数性取向和/或性别 (MIoSG) 身份的学生的经历。这项研究利用扎根理论，记录了 56 名患有 MIoSG 的学生如何体验和驾驭在 STEM 学习环境中以顺性别异性恋男性为中心的普遍文化——学生们将其称为“花花公子”或“兄弟文化”。来自不同性别和性身份谱系的参与者的大量引述描述了哥们/兄弟文化如何包括超男子气概、假设异性恋、长期存在反女同性恋、男同性恋、双性恋、跨性别者、酷儿、双性人和无性话语、对待患有 MIoSG 的学生，就好像他们不聪明或隐形一样，以及将顺性别女性物化和性感化。提供了对高等教育实践的启示。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）
Science, technology, engineering, and mathematics (STEM) career pathways can be both lucrative and transformative in regard to social change (eg, Christensen, Knezek, & Tyler-Wood, 2014; Fuesting, Diekman, & Hudiburgh, 2017; Wang, Ye, & Degol, 2017). However, research shows that STEM learning environments are inhospitable to students with minoritized identities—most notably, women, people of color, and people with disabilities (eg, Gottfried, Bozick, Rose, & Moore, 2016; O’Brien, Blodorn, Adams, Garcia, & Hammer, 2015; Stout, Grunberg, & Ito, 2016). Almost no research has examined the experiences of students with minoritized identities of sexuality and/or gender (MIoSG) in STEM. Using grounded theory, this study documented how 56 students with MIoSG experienced and navigated a pervasive culture of centering cisgender heterosexual men within STEM learning environments—referred to by students as dude or bro culture. Rich quotes from participants across gender and sexual identity spectra described how dude/bro culture included bonding over hypermasculinity, assuming heterosexuality, perpetuating anti-lesbian, gay, bisexual, transgender, queer, intersex, and asexual discourses, treating students with MIoSG as if they are not smart or invisible, and objectifying and sexualizing cisgender women. Implications for higher education practice are provided.(PsycInfo Database Record (c) 2021 APA, all rights reserved)