The Queer in STEM study provides an unprecedented look at the personal stories and workplace experiences of LGBTQ-identified STEM professionals. Quantitative analysis of 1,427 participant responses to an online survey allowed us to describe the diversity of LGBTQ identities and STEM fields represented by survey participants, and to examine the relationship between workplace climate and openness about LGBTQ identities in professional settings. Qualitative analysis of 151 open-response questionnaires and transcripts of 54 semi-structured interviews identified common themes among participants’ diverse personal experiences. A grounded theory framework allowed us to develop a model of queer STEM identity with three main stages: (1) defining individual queer identity, (2) forming a personal STEM identity, and (3) navigating queer identity at work. A truly inclusive DBER program must take into account the unique experiences of queer individuals in STEM to make the products of our academic endeavors work in the benefit of as many individuals as possible.
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