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Journal of Women and Minorities in Science and Engineering
Julie P. Martin (open in a new tab) Engineering Education Transformations Institute, University of Georgia, Athens, GA 30602, USA
Maura Borrego (open in a new tab) STEM Education, University of Texas at Austin, Austin, Texas 78712, USA; Center for Engineering Education, University of Texas at Austin, Austin, Texas 78705, USA
Karin J. Jensen (open in a new tab) University of Michigan, Ann Arbor, Department of Biomedical Engineering, 1101 Beal Avenue, Ann Arbor, Michigan 48109, USA
Walter C. Lee (open in a new tab) Department of Engineering Education, Virginia Tech, 353 Goodwin Hall, 635 Prices Fork Rd, Blacksburg, Virginia 24061, USA
Joel Alejandro Mejia (open in a new tab) Department of Biomedical and Chemical Engineering, Department of Bicultural-Bilingual Studies, The University of Texas at San Antonio, Applied Engineering & Technology (AET) Building Room 1.310, One UTSA Circle, San Antonio, Texas 78249, USA
Homero Murzi (open in a new tab) Virginia Tech, Blacksburg, VA 24060, USA
Christen Priddie (open in a new tab) Center for Postsecondary Research, School of Education, Indiana University Bloomington, 201 N. Rose Avenue, Bloomington, IN 47405, USA
Hyun Kyoung Ro (open in a new tab) College of Education, University of North Texas, Denton, TX 76201, USA
Leonard D. Taylor, Jr. (open in a new tab) Auburn University, Educational Foundations, Leadership, and Technology Department 3084 Haley Center Auburn, AL 36849
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FACTORS IMPACTING THE ACADEMIC CLIMATE FOR LGBQ STEM FACULTY

pages 75-98
DOI: 10.1615/JWomenMinorScienEng.2014007429
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RESUMO

There is limited information available regarding factors that contribute to the academic advancement of lesbian, gay, bisexual, and queer (LGBQ) communities. In this project, we employ data from the 2010 State of Higher Education for Lesbian, Gay, Bisexual, and Transgender People, and our aim was to assess the experiences of LGBQ faculty from science, technology, engineering, and mathematics (STEM) disciplines. Survey responses from 279 LGBQ faculty members across multiple departments were analyzed through chi-square and binary logistic regression. Our findings from this national study identify several factors influencing the academic climate and subsequent career consequences of LGBQ faculty, and department-level analyses suggest these climate factors may be particularly relevant to the STEM fields. We propose that the comfort of LGBQ faculty members is a valuable measure for advancing the retention of LGBQ STEM faculty members, and we show that both exclusionary behavior and being "out" are factors that negatively impact this measure. We provide potential best practices to improve the academic climate for STEM faculty members, thereby advancing both their persistence and their influence on mentoring prospective LGBQ STEM students.

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