The nature of science is inclusive: A qualitative study of LGBTQ+ undergraduate STEM students’ experiences in pursuing planetary sciences

Diversity is essential for fostering innovation and improving organizational performance. Yet, it remains undervalued in science, technology, engineering, and mathematics (STEM) fields, leading to higher rates of mental health issues, burnout, and attrition among marginalized groups. This study aimed to examine the facilitators and barriers affecting lesbian, gay, bisexual, transgender, and queer (LGBTQ+) STEM students, particularly those pursuing careers with the National Aeronautics and Space Administration (NASA), using an intersectionality framework. The study recruited (N = 15) LGBTQ+ undergraduate STEM students who were guided through semi-structured interviews carried out via Zoom. Thematic analysis revealed three major facilitator themes focused on supportive familial and academic relationships, institutional symbols of inclusion, and individual strengths enhancing students' sense of belonging and career aspirations. Conversely, four major barrier themes focused on unsupportive interpersonal interactions, identity management stressors, stigma related to gender and sexual identity, and structural barriers contributing to exclusion and marginalization. Policy implications emphasize the importance of reinforcing diversity, equity, inclusion, and accessibility (DEIA) commitments, actively opposing discriminatory laws, and developing mentorship programs. NASA's continued commitment to DEIA is vital for creating an innovative STEM workforce.