2025 ASEE Annual Conference & Exposition

Student Led Paper

As Queer Theory and its implications for how the heteronormative majority perceives queer individuals become more visible in the public domain, it is important to look at the intersections of employment opportunity and sexual identity [1]. This study examines how queer-identifying engineering students navigate the transition from undergraduate to graduate school, using Queer Theory and an anti-deficit lens to analyze the unique challenges and strengths they bring to their academic and professional identities. By exploring how identity and visibility intersect within a traditionally heteronormative field, this research highlights how queer students experience and navigate structural barriers such as underrepresentation and limited support systems.

An autoethnographic narrative approach is used, integrating personal stories with critical reflection to capture the complex interplay between professional identity and sexual identity. The study addresses the following research questions: How do queer-identifying engineering students navigate the transition from undergraduate to graduate school? How does their identity formation, as explored through a Queer Theory lens, influence their academic and professional trajectories?

This research not only brings to light the obstacles queer engineers face but also emphasizes their successes and resilience, adopting an anti-deficit perspective to showcase their strengths. The findings reveal that visibility, identity recognition, and the ability to navigate these aspects significantly influence students' sense of belonging, perceived value, and overall success in engineering. By examining how queer graduate students integrate their academic and personal identities, the study offers valuable insights for institutions seeking to create more inclusive and supportive environments. Ultimately, this research aims to inform policies and practices that enhance inclusivity, support retention, and promote long-term career success for diverse identities in engineering. It underscores the need for a deeper commitment from academic institutions to address the unique dynamics of identity and belonging, fostering a more welcoming and innovative engineering community.

References:

[1] E. A. Cech, T. J. Waidzunas, Sci. Adv. 7, eabe0933 (2021)