A review of the state of LGBTQIA+ student research in STEM and engineering education

The purpose of this critical literature review was to generate awareness of the LGBTQIA+ engineering student experience and research on this community, while also highlighting areas that are lacking or receiving insufficient attention. This work is part of a larger project that aims to review engineering education research with respect to LGBTQIA+ students, higher education faculty and staff, and industry professionals. This literature review was conducted in two phases. First, works from non-engineering disciplines were reviewed to identify popular threads and major areas of research on the LGBTQIA+ student experience. This phase was not an exhaustive review; rather, it was meant to establish specific themes of importance derived from the larger body of literature on the LGBTQIA+ student experience. Second, a literature review identified how engineering-specific research on the LGBTQIA+ student experience aligned with these themes. We identified several themes in the first phase of the literature review: (1) Climate, (2) LGB Monolith, (3) Intersectionality, and (4) Identity Development. Engineering and engineering education literature demonstrated similar themes, although this body of work was unique in the exploration of LGBTQIA+ coping strategies and the use of the technical/social dualism framework. Overall, the engineering education literature on LGBTQIA+ student experiences seemed relatively underdeveloped.