Disrupting cisheteronormativity in STEM through humanism

Cisheteronormativity is prevalent throughout college STEM discourses and classrooms. In this paper, we present findings from a U.S. based study focused on the experiences of collegiate students with minoritized identities sexuality gender (MIoSG) as backdrop for discussing how current harmful ideologies in perpetuate cisheteronormativity through discursive practice. We propose that humanistic classrooms pedagogy can work to dismantle cisheteronormative D/discourses create MIoSG inclusive programs. Our highlight ways participants experienced their contexts. discuss these might be mitigated educational approaches aim readers gain simultaneous theoretical pragmatic insights operate