The research question that guides my dissertation—How do four common university bioscience learning places (classrooms, labs, instructors’ offices, and advisors’ offices) welcome and support LGBTQ+ students?—is divided into three questions below. This project hypothesizes that students can develop and reinforce their identities differently in those different spaces. Each of these lends itself to the methods and analyses of the project and provides a way to explore the lead question in depth.
- First, how are LGBTQ+ students’ identities as LGBTQ+ students of bioscience developed, reinforced, changed, or stigmatized in those places?
- Second, how do LGBTQ+ bioscience students respond to and cope with stressors as students who share LGBTQ+ and bioscience identities?
- Third, what can be learned about minority stress from LGBTQ+ students’ experiences, both positive and negative, in the spaces of bioscience education?