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Special Issue on Equity, Inclusion, Access, and JusticeFree Access

Disrupting the Master Narrative in Academic Biology as LGBTQ+ Ph.D. Students: Learning, Teaching, and Conducting Research

Samantha A. Maas

Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281

^†These authors contributed equally.

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,

Nicholas J. Wiesenthal

Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281

^†These authors contributed equally.

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,

Sara E. Brownell

Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281

^‡These authors contributed equally.

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, and

Katelyn M. Cooper

*Address correspondence to: Katelyn M. Cooper (E-mail Address: [email protected])

Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281

^‡These authors contributed equally.

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Colin Harrison,, Monitoring Editor

Published Online:23 Sep 2024https://doi.org/10.1187/cbe.24-02-0058

Supplemental Material

combinedsupmats.pdf (543 KB)

Vol. 23, No. 4

December 01, 2024

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Downloads: 433

History

Submitted: 2 February 2024

Revised: 1 July 2024

Accepted: 15 August 2024

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© 2024 S.A. Maas et al. CBE—Life Sciences Education © 2024 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 4.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

ACKNOWLEDGMENTS

We are incredibly indebted to the 22 LGBTQ+ PhD students who shared their experiences with us. This work was funded by an National Science Foundation IUSE grant (#2021393). K.M.C. is funded by an NSF CAREER award (#2143671). Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF.