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From a social constructivist paradigm I explored the experiences of 7 openly gay engineering students to understand how, if at all, they made sense of the intersections between their engineering and sexual orientation identities. By eliciting stories through individual and focus group interviews, a narrative approach allowed me to capture the influence of students' experiences prior to college as well as their expectations for the future to situate their college experiences within the broader developmental narratives of their lives. Overall, these 7 students' narratives point to the ways the culture and climate within engineering, moderated by norms regarding masculinity, affected their experiences as gay men within the academic engineering context.

The campus climate for LGBQ (lesbian, gay, bisexual, queer) communities in higher education has improved, but not necessarily at religiously affiliated institutions. This case study explores how faculty, staff, and students at a Jesuit, Catholic university address LGBQ issues through interviews, participant observation, and document review. Findings revealed that participants employed a variety of tactics adapted for the Catholic higher education context like Safe Space programming, opportunities for intellectual discourse, and leveraging the curriculum. To navigate institutional power dynamics, participants utilized framing issues as congruent with the university’s mission and engaged influential allies like Jesuit priests. This study holds implications for navigating organizational power dynamics in higher education and addressing the tension posed by addressing LGBQ issues on religiously affiliated campuses.

Sexual orientation has been socially prominent in the national media lately, but little is known about how college creates opportunity for thinking about sexual orientation among individual students. Using data from the Diverse Learning Environments survey, administered by the Higher Education Research Institute, we compared samples of heterosexual, lesbian, gay, and bisexual students to determine experiences that predict sexual orientation salience for each group. An inclusive curriculum, cocurricular diversity activities, and bias experiences are all related to increased salience. Participation in an LGBT student organization mattered for LGB students, whereas campus-administered diversity activities were most important for heterosexual students' identity.

Lesbian, gay, bisexual, and queer students at Catholic colleges and universities face a campus climate rife with sexual orientation microaggressions, subtle or covert expressions of hostility the impact from which can compound over time. In this case study, I draw from interviews with 14 students, 12 faculty, and 6 staff members from one Catholic university their experiences with microaggressions. Participants indicated that sexual orientation microaggressions were common on their campus, like other colleges and universities, and the university did not have a systematic method for addressing this problem. The Catholic affiliation of the university shaped microaggressions uniquely, especially in instances where influential actors felt Church teaching needed to be more explicitly represented in LGBQ-related programming. Microaggressions are an affront to LGBQ people’s inherent dignity; this study lends support to the efforts of educators at Catholic schools who are concerned with ensuring an inclusive, safe learning environment.

LGBT+persons in science, technology, engineering, and mathematics have a small growing body of literature addressing their experiences and workplace concerns. This study offers workplace climate analysis of 324 survey respondents in the field of physics. The findings indicate that when building a climate model to predict for consideration to leave and outness, a positive workplace climate was a stronger predictor than a negative workplace climate or experiences of exclusionary behavior. This points to the importance of moving beyond workplace climates that are simply neutral, but to ones that are inclusive and welcoming forLGBT+physicists. This is the final paper in a series of three.

Background: How do Indigenous engineering students describe their engineering leadership development? The field of engineering has made only slow and modest progress at increasing the participation of Indigenous people; an identity-conscious focus on leadership in engineering may help connect the practice of engineering with Indigenous students’ motivations and values. Methods: This study utilized a grounded theory qualitative approach to understand how Indigenous engineering students at a U.S.-based university experience engineering leadership. We explored the experiences of four Indigenous engineering students through one interview and one focus group. Results: Students pointed out how Indigenous peoples had long engaged in engineering work before contact with European settlers, and they saw an opportunity for leadership in applying their engineering knowledge in ways that uplifted their home communities. Conclusion: In addition to ways that engineering programs can better support Indigenous students who aspire to become practicing engineers, our study pointed to new directions engineering programs could take to frame engineering work as providing a toolkit to improve one’s community to leverage a wider set of motivations for entering engineering among many different communities underrepresented in engineering, including Indigenous students.

\"Hot\" or \"difficult\" classroom moments occur when a student's provocative comment elevates emotions in the classroom and creates an uncomfortable tension. Faculty typically feel unprepared to address these volatile moments, and faculty developers and department chairs are faced with the challenge of boosting faculty confidence and helping instructors build the skills to navigate these unexpected moments. This article examines how case studies can be used to help instructors anticipate difficult moments, practice potential responses, and learn from the collective wisdom of their colleagues. Two case studies based on difficult moments in service-learning courses are included.

Although higher education has become more welcoming and inclusive of LGBT (lesbian, gay, bisexual, and transgender) faculty, staff, and students, many religiously affiliated colleges and universities face challenges to create an LGBT-affirming environment due to religious beliefs regarding homosexuality. Jesuit universities, grounded in their commitment to holistic education and social justice, offer different models of practice in engaging the tension between religious proscriptions against homosexuality and providing support for the campus LGBT community. The purpose of this study then was to explore how members of a Jesuit, Catholic university addresses LGBT issues and organizational change. The conceptual framework guiding this study brings together a model for understanding grassroots leadership in higher education with the Multicontextual Model for Diverse Learning Environments (MMDLE) to examine the everyday, sometimes invisible tactics and strategies employed by faculty, staff, and students at a Jesuit university to improve the climate for the campus LGBT community. This case study triangulates interviews with 43 grassroots leaders and 9 administrators, document review, and participant-observations. Embedded cross-case analyses were employed to highlight differences by constituent group (faculty, staff, students, and administrators), sexual orientation (sexual minority or heterosexual), and religious affiliation (Catholic or other affiliation). Findings documented the conditions facing grassroots leaders at the institution as well as the tactics and strategies employed by grassroots leaders, their motivation for engaging in LGBT work, and sources of resilience. The campus climate was found to be generally positive, but participants pointed to areas where oppression persisted and continual education was needed. Participants also navigated a set of power dynamics, which were shaped by the university’s Catholic identity, but they encountered these dynamics less frequently than in earlier socio-historical eras on campus. Participants demonstrated a strong commitment to the university’s Jesuit mission, and for many, their involvement in LGBT issues was motivated by their religious beliefs. Tactics employed ranged from storytelling and allyship to more organized tactics like partnering with influential allies such as Jesuit priests. Finally, participants identified intrinsic and extrinsic sources of resilience. This study contributes to research on organizational change, campus climate, and shatters myths regarding LGBT members at religiously-affiliated institutions.

\"Hot\" or \"difficult\" classroom moments occur when a student's provocative comment elevates emotions in the classroom and creates an uncomfortable tension. Faculty typically feel unprepared to address these volatile moments, and faculty developers and department chairs are faced with the challenge of boosting faculty confidence and helping instructors build the skills to navigate these unexpected moments. This article examines how case studies can be used to help instructors anticipate difficult moments, practice potential responses, and learn from the collective wisdom of their colleagues. Two case studies based on difficult moments in service-learning courses are included.

According to the National Transgender Discrimination Survey, transgender students in K-12 settings experience high rates of harassment (78 percent), physical assault (35 percent), and even sexual violence (12 percent). In response to the mounting evidence of discrimination, the Obama administration in May 2016 issued a \"Dear Colleague\" letter, authored jointly by the Departments of Justice and Education, extending sex discrimination protections to transgender students--an interpretation of Title IX that was reversed by the Trump administration in February 2017. Many of these transgender students matriculate at colleges and universities across the country. What do we know about their background, experiences, and expectations? To explore this question, the authors conducted an analysis of data from the Cooperative Institutional Research Program (CIRP) Freshman Survey, which was modified in 2015 to allow students to indicate whether they identify as transgender. That change enabled them to disaggregate data for a sample of incoming first-year students consisting of 678 transgender students from 209 colleges and universities. They compared these data to the national norms for all incoming first-time, full-time college students--including the transgender students, who comprise less than one half of one percent of the total. To develop a holistic picture and to avoid a deficit framing, the authors took care in their analysis to present examples of experiences that demonstrate how transgender students exercise agency over their needs and their lives, in addition to examples of areas where these students fare worse than incoming students overall.