LGBTQ + 学生在工程领域的身份相关经历

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Qualitative Studies in Education Pub Date : 2024-02-25 DOI:10.1080/09518398.2024.2318271

Lee R. Pradell, Joshua G. Parmenter, Renee V. Galliher, Ryan B. Berke, Lindsey Rowley

引用次数: 0

摘要

本研究探讨了 LGBTQ+（女同性恋、男同性恋、双性恋、跨性别者、同性恋者和其他非异性恋/同性身份者）工程专业学生在工程教育环境中的导航问题.................

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The identity-related experiences of LGBTQ + students in engineering spaces

The present study explored LGBTQ+ (lesbian, gay, bisexual, transgender, queer, and other non heterosexual/cisgender identities) engineering students’ navigation of engineering educational contexts ...

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来源期刊

International Journal of Qualitative Studies in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

9.10%

发文量

123

期刊介绍： The aim of the International Journal of Qualitative Studies in Education (popularly known as QSE) is to enhance the practice and theory of qualitative research in education, with “education” defined in the broadest possible sense, including non-school settings. The journal publishes peer-reviewed empirical research focused on critical issues of racism (including whiteness, white racism, and white supremacy), capitalism and its class structure (including critiques of neoliberalism), gender and gender identity, heterosexism and homophobia, LGBTQI/queer issues, home culture and language biases, immigration xenophobia, domination, and other issues of oppression and exclusion.