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

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F25%3A10498782" target="_blank" >RIV/00216208:11410/25:10498782 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=pHZmEfnJlV" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=pHZmEfnJlV</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1057/s41599-025-04749-4" target="_blank" >10.1057/s41599-025-04749-4</a>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Humanities &amp; Social Sciences Communications

ISSN

2662-9992

e-ISSN

2662-9992

Svazek periodika

12

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

9

Strana od-do

699

Kód UT WoS článku

001493140200005

EID výsledku v databázi Scopus

2-s2.0-105005576413