Perception and experience of heterosexism by non-heterosexual students in a chemistry classroom: an interpretivist study

Abstract

There has been increasing awareness of equality, diversity, and inclusion in scientific disciplines over recent decades. The aim of this interpretivist study is to understand, from the perspectives of non-heterosexual students, the prevalence and nature of heterosexism in the chemistry classroom. In-depth interviews were conducted with ten students who self-identified as non-heterosexual and had attended chemistry classes at a Russell Group university in the UK. Participants reported both overt and subtle forms of heterosexism, including assumptions of heterosexuality in teaching practices, exclusionary peer interactions, and a lack of visible non-heterosexual representation in teaching content. These experiences negatively affected students’ sense of engagement and passion for chemistry learning. The study highlights the need for chemistry educators to reflect on classroom language, teaching materials, and implicit assumptions about student identities. Key recommendations include using inclusive language and examples in teaching, avoiding heteronormative assumptions in classroom discourse, establishing formal support mechanisms to enable students to report incidents of heterosexism, and providing staff training to challenge heterosexist microaggressions. With collaborative efforts from educators, regulatory bodies, students, and institutional leadership, chemistry classrooms can become more inclusive, supportive, and conducive to learning for non-heterosexual students.