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Building LGBTQ-inclusive Chemical Engineering Classrooms and Departments

Anthony Butterfield, Alon McCormick, Stephanie Farrell


Despite recent advances in LGBTQ+ (lesbian, gay, bisexual, transgender, and queer) equality in the United States and in many countries around the globe, LGBTQ+ students on college campuses still experience bias, hostility and discrimination.  Engineering departments on campus in particular have been slower than other departments to respond to efforts to effect a positive change for LGBTQ+ individuals [1, 2].  Researchers and practitioners began working together in 2015 to advance LGBTQ+ inclusion in engineering classrooms and workplaces.  This paper presents research-informed promising practices for creating LGBTQ+-inclusive climate in engineering departments.  The specific focus is on strategies that can be adopted by individual faculty members to support LGBTQ+ inclusion for engineering students in academic spaces. 


Diversity Concerns, Inclusivity, Sexual Orientation, Gender

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