Affiliation:
1. Texas A&M University, USA
Abstract
Queer international students in STEM face barriers to success in and out of the classroom. By holding multiple marginalized identities, power dynamics shift, and students often feel like they do not belong. International queer invisibility is reinforced daily, where their voices are not heard and additional barriers to success are present. This is in direct contrast to their white, heterosexual male counterparts who are often in the majority either as peers or as faculty. This chapter explores the intersection of multiple marginalized identities in STEM education that exacerbates systemic issues found within. Utilizing multiple frameworks such as intersectionality, acculturation, neo-racism, STEM identity development, and queer theory, this chapter aims to highlight the multiple jeopardy faced by queer international students and offer recommendations for practitioners to better support students in STEM.