UC San Diego

The visibility of LGBTQ+ students in STEM fields has been steadily increasing. However, much of the research examining these students focuses on the difficulties they face rather than the assets they bring. Using the frameworks of community cultural wealth (CCW), science capital and science identity, a quantitative approach was used to examine differences in forms of capital reported by LGBQ+ (Lesbian, Gay, Bisexual, and Queer), TGNC (Transgender and Gender Non-Conforming) and other minoritized student identities. Furthermore, it was investigated whether social identities, as well as perceived access to capital and science identity, could predict interest in healthcare or research careers. Mixed effects models were conducted on survey data collected from large enrollment biology courses at a research university. Findings revealed that LGBQ+ and TGNC students reported variations in multiple forms of capital, with both reporting higher levels of navigational and resistance capital relative to their cisgender, non-LGBQ+ peers. Additionally, LGBQ+ students reported higher perceptions of science capital and science identity. Finally, students who identify as LGBQ+ or had higher reported perceptions of familial and social capital were more likely to express interest in a healthcare career, while those with higher cultural capital and science identity were more likely to express interest in a research career. These findings indicate that LGBQ+ and TGNC students utilize various forms of capital and develop a sense of science identity that differs from their cisgender heterosexual peers, emphasizing the need for other institutional strategies that leverage these assets to support persistence in STEM fields.