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STEM lives: the experiences of sexual and gender minority teachers in the United States

Author

Listed:
  • Jack D. Simons

    (Mercy University
    Charles University
    Benjamin Bldg.)

  • Irena Smetáčková

    (Charles University)

  • Yana Kuchirko

    (Brooklyn College)

  • Patricio Mujica-Urzúa

    (Rutgers University)

  • Keith Okrosy

    (Hunter College)

  • Christopher Belser

    (The University of New Orleans)

  • Ondřej Hrabec

    (Charles University)

Abstract

Data on the experiences of sexual and gender minority (SGM) STEM teachers are sparse. We conducted a phenomenological qualitative research study and interviewed ten STEM teachers working in primary and secondary schools in the United States. They were interviewed about their interest in STEM, as well as about advocating for themselves and others in STEM. Findings offer insights into how sexual orientation and gender identity impact the lives of these individuals and their pedagogy. SGM STEM teachers (1) advocate for self and others in STEM, which may or may not include disclosure of SGM identity; (2) face challenges; and (3) view inclusive STEM education in different ways. Implications for future research and inclusive STEM pedagogy are offered.

Suggested Citation

  • Jack D. Simons & Irena Smetáčková & Yana Kuchirko & Patricio Mujica-Urzúa & Keith Okrosy & Christopher Belser & Ondřej Hrabec, 2025. "STEM lives: the experiences of sexual and gender minority teachers in the United States," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-9, December.
    • Handle: RePEc:pal:palcom:v:12:y:2025:i:1:d:10.1057_s41599-025-04749-4
    DOI: 10.1057/s41599-025-04749-4
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    References listed on IDEAS

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