Abstract
Studies suggest that sexual minority individuals in the sciences face challenges resulting from a heteronormative climate. Many of these studies have relied on data collected using non-representative methods that make it difficult to generalize findings or data that do not allow for comparisons to heterosexual individuals. This study presents data from an original, nationally representative survey of graduate students in the United States in five natural and social science disciplines: biology, chemistry, physics, psychology, and sociology. The analyses find that students identifying with an ‘other’ sexual identity (e.g., queer, pansexual, asexual) report worse advisor relationships and a weaker sense of belonging in their science discipline as compared to heterosexual students. Gay or lesbian students report weaker identities as scientists compared to heterosexual students, but no differences are found in sexual minority students’ confidence in completing tasks related to science. Implications for science training and study limitations are discussed.
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Data Availability
The authors will share data and code for the purposes of replication. Please contact Christopher P. Scheitle at cpscheitle@mail.wvu.edu.
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This work was supported by the National Science Foundation under Grant #1749130.
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The authors will share data and code for the purposes of replication. Please contact Christopher P. Scheitle at cpscheitle@mail.wvu.edu.
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Platt, L.F., Scheitle, C.P. & Dabbs, E. Assessing the Professional Development of Sexual Minority Graduate Students in the Sciences through a National Survey. Sexuality & Culture 26, 895–912 (2022). https://doi.org/10.1007/s12119-021-09923-9
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DOI: https://doi.org/10.1007/s12119-021-09923-9