Abstract:

This study examines the structural and cultural barriers faced by people who identify as queer (any gender identity or sexual expression that diverges from traditional norms) in STEM fields (Science, Technology, Engineering, and Mathematics). Moving beyond mere “acceptance” toward the normalization of LGBTQ+ identities, it presents the implementation and evaluation of a sensitization intervention directed at the university community.

Exclusion, invisibility, and discrimination persist in scientific environments, forcing many LGBTQ+ individuals to hide their identities for fear of professional and social consequences. Recognizing that inclusion is both an ethical imperative and a driver of scientific quality (as diverse teams are more innovative and productive), the project adopts education as a key tool for structural change.

A sensitization seminar was designed and delivered to a heterogeneous university audience (from both STEM and non-STEM backgrounds). The content of this intervention was structured to offer a conceptual introduction (defining sex, gender, sexual orientation, and gender expression) and an analysis of the challenges involved, highlighting the hostile environment in STEM, the burden of coming out, and the complexity arising from intersectionality (how discrimination intensifies when intersecting with other inequalities such as gender or feminine expression). The seminar also underscored the importance of visibility as a collective and institutional responsibility and incorporated historical and contemporary scientific figures (such as Alan Turing, Sally Ride, and Ben Barres) to counter canonical narratives and illustrate that scientific excellence is fully compatible with personal authenticity.

To measure the impact of this initiative and gather essential data, an anonymous pre–post survey was administered. Using a mixed-methods approach, the study assesses changes in knowledge and awareness among non-queer participants through Likert-scale items, while also collecting qualitative data on experiences, barriers (such as harassment and microaggressions), and visibility-related challenges reported by queer participants.

Results show measurable changes in knowledge and awareness among non-queer participants and reveal recurring qualitative themes related to invisibility, emotional labor, and the scarcity of role models within the university context. These findings provide empirical support for the effectiveness of sensitization-based educational interventions and contribute to the scalability and replicability of institutional strategies aimed at fostering genuinely inclusive STEM environments.

Keywords:

Diversity, gender, inclusion, LGBTQ+, queer, STEM.