STEM as a cover: towards a framework for Queer Emotions, Battle Fatigue, and STEM identity. Issue 9 (21st October 2022)

• Record Type: Journal Article
• Authors: Suárez, Mario I.; Hawkman, Andrea M.; Tofel-Grehl, Colby; MacDonald, Beth L.; Searle, Kristin; Feldon, David F.; Sommers, Taryn; Hernandez, Michael
• Is Part Of: International journal of qualitative studies in education. Volume 35:Issue 9(2022)
• Page Start: 960
• Page End: 979
• Publication Date: 2022-10-21
• Subjects: LGBTQ -- queer -- Queer Battle Fatigue -- maker spaces -- making -- STEM identity; Education -- Research -- Periodicals; Éducation -- Recherche -- Périodiques; Sciences de l'éducation -- Méthodes qualitatives -- Périodiques; 370.72
• DOI: 10.1080/09518398.2022.2031333
• Languages: English
• ISSNs: 0951-8398

Abstract

Abstract: This study seeks to understand the daily violence endured by queer youth. We use Queer Battle Fatigue, Ahmed's cultural politics of emotion, and STEM identity theories to make meaning of youth's experience. We draw from audio recordings and transcriptions of 15 queer youth over the course of a summer and fall LGBTQ + maker camp in a rural town in the Intermountain Western part of the United States. Findings show that the maker camp environment provided queer campers casual conversations about microaggressions and violence endured at school. In this context, STEM served as a cover (concealed goals) in three ways: emotion, validation/advice, and safety. This particular environment provided them recognition and validation of both their STEM and queer identities, allowing the group to be able to casually mention these instances of violence they had endured.