TY - JOUR
T1 - STEM as a cover
T2 - towards a framework for Queer Emotions, Battle Fatigue, and STEM identity
AU - Suárez, Mario I.
AU - Hawkman, Andrea M.
AU - Tofel-Grehl, Colby
AU - MacDonald, Beth L.
AU - Searle, Kristin
AU - Feldon, David F.
AU - Sommers, Taryn
AU - Hernandez, Michael
N1 - Publisher Copyright:
© 2022 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - 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.
AB - 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.
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U2 - 10.1080/09518398.2022.2031333
DO - 10.1080/09518398.2022.2031333
M3 - Article
AN - SCOPUS:85124343915
SN - 0951-8398
VL - 35
SP - 960
EP - 979
JO - International Journal of Qualitative Studies in Education
JF - International Journal of Qualitative Studies in Education
IS - 9
ER -