While research on microaggressions has exploded, most scholarship explores singular dimensions of identity, including race, gender, or sexual orientation. To date, little work has considered the experiences of LGBTQ students with disabilities. We compared microaggressions reported by 25 LGBTQ students with disabilities to existing taxonomies,…

Science, technology, engineering, and mathematics (STEM) career pathways can be both lucrative and transformative in regard to social change (e.g., Christensen, Knezek, & Tyler-Wood, 2014; Fuesting, Diekman, & Hudiburgh, 2017; Wang, Ye, & Degol, 2017). However, research shows that STEM learning environments are inhospitable to students…

With one in 59 children diagnosed with autism, higher education institutions are experiencing increasing enrollments of autistic students. Furthermore, autistic students are disproportionately more likely to identify as gay and lesbian in their sexual orientation and as transgender or genderqueer in their gender identity compared with nondisabled…

Internalized discourses of identity impact identity development, which in turn affects how one represents themselves in relation to their identity. This embodiment of language is a form of literacy and for those with minoritized identities of sexuality and gender, language can serve to validate or invalidate identities. We use grounded theory to…

This constructivist grounded theory study provides insight into the complex process by which 56 STEM students with minoritized identities of sexuality and/or gender (MIoSG) experienced and navigated campus learning environments in their disciplines/fields. The Historicized Model of MIoSG in STEM is situated within systems of power, privilege and…

Few scholars have examined the experiences of LGBTQ+ college students with disabilities, but the available evidence indicating poor mental and physical health, underutilization of disability accommodations, and frequent marginalization presents cause for concern. In this descriptive study, we analyze survey data from 140 LGBTQ + college students…

Lesbian, gay, bisexual, trans, and queer (LGBTQ) individuals experience stigma and discrimination on college campuses. This may translate into negative mental health and poor academic outcomes. Campus climate assessments may identify areas of improvement but often do not lead to significant changes. This study builds upon one climate assessment…

Prior research related to both LGBTQ identities and disability in education has considered the role of identity management strategies including passing and selective disclosure, though little research has addressed the experiences of queer students with disabilities who manage multiple marginalized identities. This qualitative study analyzes the…

Increasing participation and success in science, technology, engineering, and math (STEM) fields continues to be a national imperative, with particular attention paid to eliminating barriers for women and underrepresented students of color. Some attention has been paid to the underrepresentation of students with disabilities in STEM fields, while…

Research on both autistic and LGBTQ college students has uncovered themes of marginalization, selective disclosure, and efforts to build community and resist oppression. However, little work has focused on autistic LGBTQ college students and how they understand and manage their multiple identities. To address this gap, we used narrative inquiry to…