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Inclusive scientific environments are shown to drive , innovation and a more resilient STEM ecosystem. Building a diverse and inclusive STEM community, one that welcomes everyone, is essential to advancing scientific discovery, strengthening research outcomes and fostering innovation. When individuals or communities are excluded, the scientific enterprise itself is diminished. 

Historically, LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex and asexual) scientists in academia have faced underrepresentation and invisibility in scientific spaces. This is, in part, due to safety issues in the workplace, with a  reporting that scientists in the community are 30% more likely to experience harassment at work, as well as discrimination and exclusion from colleagues. Other  include the silencing of queer culture, issues and identities in the workplace, and the feeling of being tolerated, rather than accepted or valued as colleagues. In STEM fields where  (the performance of stereotypically male behaviors) and  (the societal assumption that an individual’s gender identity and sexuality align with their sex assigned at birth) are , scientists in the LGBTQIA+ community still grapple with  in professional spaces today.  

Navigating Academia as LGBTQIA+ Faculty 

Queer faculty face numerous challenges in the workplace. Fear of discrimination and the lack of representation are major reasons why many scientists refrain from coming out (being publicly open about their LGBTQIA+ identity) professionally. During a discussion with the 91Â鶹ÌìÃÀ Subcommittee on the Status of Historically Excluded Groups, , Ph.D., professor and Frances H. Williams Chair in Biological Sciences Department of Molecular and Cell Biology at the University of California, Berkeley, noted that faculty may not be afraid of discrimination from students, but may be more concerned about discrimination from colleagues. One  found that less than 20% of biology instructors were out to their students, and a  found that, while most early-career queer scientists in STEM fields considered their workplace safe for LGBTQIA+ individuals, less than 43% were out to their colleagues. Understanding the issues that the queer science community experiences when navigating academia can help inform strategies to address these barriers and create more welcoming and inclusive environments for all. 

When asked how his LGBTQIA+ identity influenced his career choices, Welch said when searching for a faculty job, he considered which places were “safe” for LGBTQIA+ people to live. This concern has been echoed by  whose identities have influenced their decision to relocate. In an NWSA Journal study, personal accounts from LGBTQIA+ faculty described  for the sake of “professionalism,” i.e., avoiding controversial or divisive topics in the workplace to maintain a comfortable working atmosphere, as well as exclusion from professional networks and the loss of . The erasure and invisibility of LGBTQIA+ identities in STEM upholds  in academic science. The same study noted how maintaining a positive working environment could resolve the issues faced by LGBTQIA+ faculty, and that departmental leadership and university policies play a significant role. For Welch, personal connections with colleagues have been the most helpful throughout his career. Some organizations for LGBTQIA+ scientists that focus on building community support are ,  and . 

Meaningful Representation in Academic Science 

LGBTQIA+ representation in science has been historically lacking and is still a problem. Acceptance and allyship among colleagues build safety in visibility for queer scientists and help foster LGBTQIA+ representation in STEM. Additionally, having meaningful representation ensures professional parity for LGBTQIA+ faculty. What does meaningful representation look like? As opposed to , it involves being welcomed into scientific spaces as valued members of the science community. LGBTQIA+ scientists are 20% more likely to experience  than their non-LGBTQIA+ counterparts who otherwise share the same attributes, like demographics, experience and education level. This statistic emphasizes the importance of platforming the work of LGBTQIA+ scientists to highlight the professional contributions of the community and increase representation. 

It is important to note that support for the LGBTQIA+ community in STEM should  to inclusion and not exclusively assign the task of eliminating inequities to queer individuals, who already shoulder the burden of this “invisible work.” , Ph.D., D.D.S., assistant professor at the University of Florida College of Dentistry, described his experience as a diverse research scientist: “As a gay person of color who belongs to multiple minoritized communities, one of my biggest frustrations is that representation alone is not enough. Meaningful representation requires intentional efforts to foster belonging, provide equitable support and ensure that diverse faculty are empowered to thrive—not simply added to our numbers. Ultimately, adapting academic culture to support long-term retention and success is just as important as hiring faculty from diverse groups.” 

Impact on LGBTQIA+ Students 

Several studies have reported that LGBTQIA+ students sometimes experience , but more often perceive microaggressions in the classroom and do not feel that the biology classroom is a welcoming or safe space for queer identities. A  reported that queer students felt it was inappropriate to be open about their identities within the biology community. Lima recalled his experience as a student. “I vividly remember moments in dental school when I worried that being gay could jeopardize my career in a field that remains relatively conservative,” he said. “Having 1 strong role model helped me envision a future for myself.” Lima went on to say that the mentorship he received inspired him to be open about his LGBTQIA+ identity and to find a network for queer scientists in his field. 

Because queerness is often an invisible identity, anxiety about being perceived as queer without being publicly open also  in the classroom. The choice to come out is a careful consideration for many students, and the visibility does not negate the challenges of being queer in STEM. As , “the struggle around visibility reveals the norms and the mechanisms through which power and value are reproduced.”  

Transgender students also report a range of experiences that are stratified by , with students experiencing more privilege and academic recognition when presenting as a man than when presenting as a woman. Other studies have investigated the student receptiveness of an openly LGBTQIA+ faculty and found that, while queer students would feel more comfortable learning from an openly queer professor, LGBTQIA+ faculty are also  than straight professors. This mirrors the above statistics on the professional devaluation of queer scientists. 

Intersectionality of Underrepresented Identities in STEM 

Many LGBTQIA+ students and faculty are also Black, Indigenous or People of Color (BIPOC). The intersectionality of underrepresented identities is often overlooked in studies on LGBTQIA+ scientists, but the experiences of queer BIPOC scientists are important for understanding the institutionalized and systemic barriers to diverse representation in STEM. Lima described the experience of navigating STEM spaces as a scientist with multiple minoritized identities. “There are moments when I choose not to disclose my LGBTQIA+ identity to protect myself from potential bias or microaggressions—something that is not possible in the case of my identity as a Latino person.” 

Scientists with underrepresented identities experience “,” which occurs when academically capable students report persistent feelings of self-doubt about their qualifications or belonging in a particular area of study, in part, due to the structural inequalities that are outside of their control.  

A 2024  showed that Asian, Latine and LGBTQIA+ students reported experiencing the highest levels of imposter phenomenon, and that having a higher number of mentors can mitigate the perception of being an imposter. Black scientists highly value workplace diversity and say that their institutions are not doing enough to recruit a diverse workforce, citing lack of opportunities and encouragement during early education as major reasons for the disparity, according to a  from the Pew Research Center.  

Diverse researchers also face , as Black and Latine authored manuscripts are underrepresented among publications in the U.S., and their work is cited less across topics.  also face a lack of accessibility and support because of a disconnect in identifying individual needs, especially when disabilities are invisible. Students reported a lack of intersectionality in spaces that were labeled as “diverse.” A summary report on the experiences of workshop participants hosted by  describes how scientists with historically excluded and underrepresented identities, including BIPOC, queer, first-generation and , find navigating STEM fields difficult due to institutional biases. The report also addresses how people with historically excluded identities are challenging structural norms in STEM by engaging in outreach and using communication styles that do not assume prior knowledge and are emotionally driven and identity centered, with the goal of increasing representation and inclusion. 

Moving Torward Representation and Parity

Representation and  for the LGBTQIA+ and intersectional communities in STEM are critical for overcoming the modern and historical challenges faced by queer scientists in academia. As Welch remarked, “It is important to have more discussions like this to show people that we are here.” When asked what advice they had for early-career scientists, both contributors emphasized building strong collaborations and staying persistent. As Welch said, “Persevere—we have always been here and are not going anywhere!”