Queering the Stem Classroom
Abstract
Many collegiate level STEM students do not feel engaged or successful before, during, or after the courses, leading to disenfranchisement, particularly of students from underrepresented groups. Using principles from Queer Theory, we can disrupt the cycles that prevent students from reaching full potential.
Presentation Description
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Location
Room 107
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Holliday, Sarah, "Queering the Stem Classroom" (2022). Curriculum Studies Summer Collaborative. 42.
https://digitalcommons.georgiasouthern.edu/cssc/2022/2022/42
Queering the Stem Classroom
Room 107
Many collegiate level STEM students do not feel engaged or successful before, during, or after the courses, leading to disenfranchisement, particularly of students from underrepresented groups. Using principles from Queer Theory, we can disrupt the cycles that prevent students from reaching full potential.
