Coming out(side): Challenges and supports experienced by LGBTQ+ undergraduates in field-based courses

Abstract

Field-based education can be an important educational experience for undergraduate students interested in field-based careers or the natural environment. However, field courses introduce a wide array of variables not found in the traditional classroom that must be considered in terms of student access and inclusion. Lesbian, Gay, Bisexual, Trans, and Queer (LGBTQ+) students are one group that is currently underrepresented and underserved in field-based careers and who are likely to face identity-related challenges in field-based courses. We interviewed LGBTQ+ undergraduates to determine what challenges and supports they experienced while participating in field-based education. We found numerous challenges related to sociopolitical and environmental barriers, infrastructural constraints, and unsupportive interpersonal dynamics. That said, multiple supports helped to at least partially remediate these challenges, such as community building, instructor support, and individual fluidity. This work provides a foundational understanding of challenges experienced by LGBTQ+ undergraduates and serves to guide future research on the experiences of marginalized students in the field.