Campbell-Montalvo, R., & Cooke, H., & Smith, C., & Puccia, E., & Hughes Miller, M., & Skvoretz, J., & Wao, H. (2023, June), Examining Professional Engineering Societies’ Systemic Inclusion of Transgender, Nonbinary, and Sexual Minoritized Undergraduates  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43490

\bibitem{asee_peer_43490}
  Campbell-Montalvo, R., \& Cooke, H., \& Smith, C., \& Puccia, E., \& Hughes Miller, M., \& Skvoretz, J., \& Wao, H. (2023, June), \emph{Examining Professional Engineering Societies’ Systemic Inclusion of Transgender, Nonbinary, and Sexual Minoritized Undergraduates}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43490

Rebecca Campbell-Montalvo, Hannah Cooke, Chrystal Smith, Ellen Puccia, Michelle Hughes Miller, John Skvoretz, and Hesborn Wao.  "Examining Professional Engineering Societies’ Systemic Inclusion of Transgender, Nonbinary, and Sexual Minoritized Undergraduates".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/43490 Internet.  12 May, 2024

\bibitem{asee_peer_43490}
  Rebecca Campbell-Montalvo, Hannah Cooke, Chrystal Smith, Ellen Puccia, Michelle Hughes Miller, John Skvoretz, and Hesborn Wao.
  "Examining Professional Engineering Societies’ Systemic Inclusion of Transgender, Nonbinary, and Sexual Minoritized Undergraduates".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/43490 Internet.  12 May, 2024

@INPROCEEDINGS{asee_peer_43490
author = "Rebecca Campbell-Montalvo, Hannah Cooke, Chrystal Smith, Ellen Puccia, Michelle Hughes Miller, John Skvoretz, and Hesborn Wao"
title = "Examining Professional Engineering Societies’ Systemic Inclusion of Transgender, Nonbinary, and Sexual Minoritized Undergraduates"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/43490}
number = {10.18260/1-2--43490}
}

TY  - CPAPER
AB  - Purpose
Engineering and STEM climates are often less welcoming for gender minoritized (GM; e.g., transgender, nonbinary) students, and particularly harrowing for sexual minoritized (SM; e.g., lesbian, gay) students (Stout and Wright, 2016; Mattheis et al., 2019; Miller et al., 2020; Voigt and Reinholz, 2020; Cech and Waidzunas, 2021; Haverkamp, 2021; Palmer et al., 2021). Identity-focused professional engineering and STEM societies, such as SWE, SHPE, NSBE, and oSTEM, have been shown to help students manage their identities in engineering and STEM. We explore how GM students (some of whom have a SM identity in this study) and gender majoritized students (all of whom have an SM identity in this study) are impacted by their participation in a range of society-types (i.e., identity-focused vs. non-identity focused). We nest our study within the concept of social capital—advice and resources gained from other people that are influential in STEM and engineering degree program persistence. Too often sexual and gender minoritized students are lumped together in analyses, a flaw given the often overlapping but certainly different experiences of SM and GM students—one our work does not have. 

Methods
We developed a codebook and used reflexive thematic analysis to descriptively organize data on how societies include respondents. The data came from a first-of-its-kind survey with 477 SGM STEM students (n=364 engineering majors). The item analyzed was “Please describe how your participation in ___________ has contributed to your progress as you pursue your STEM degree.” The blank was filled in based on the societies that the respondent had indicated participating in on an earlier item. Sixty-six respondents indicated a gender other than man, woman, and/or cisgender (e.g., agender, multigender, gender non-conforming/genderqueer, and transgender)—these participants may also hold SM identities. We compare their answers to the remaining sample pool with gender majority identities, all of whom held SM identities (n=411).

Conclusions
We find differences in how societies provided a sense of community to GM students—this trend was seen across oSTEM, NSBE, SWE, and industry/discipline societies, with only SHPE and science chapters not offering reduced sense of community to GM members. GM students had less access to social networking (oSTEM; SWE), professional resources (NSBE; SHPE), and academic resources (industry/discipline societies). This connects to lower rates of society usefulness to GM students’ degree progress (in oSTEM, SWE, and industry/discipline societies). Also, for GM students, oSTEM more frequently reduced isolation related to unspecified identities (likely those related to gender minoritized identities but not explicitly mentioned in the responses), and SHPE more often reduced racial/ethnic isolation. 
In sum, only oSTEM helped reduce isolation related to GM identities, leaving room in other societies’ programming to promote inclusion in this regard. This work has implications for societies when enacting policies to cultivate more inclusive community environments, and buttressing potentially unequal access to social networking as well as professional and academic resources. Program changes based on this evidence could help improve the social capital and resource access of GM students, which in turn could increase persistence in engineering and STEM.
AU  - Rebecca Campbell-Montalvo
AU  - Hannah Cooke
AU  - Chrystal Smith
AU  - Ellen Puccia
AU  - Michelle Hughes Miller
AU  - John Skvoretz
AU  - Hesborn Wao
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Examining Professional Engineering Societies’ Systemic Inclusion of Transgender, Nonbinary, and Sexual Minoritized Undergraduates
UR  - https://peer.asee.org/43490
DO  - 10.18260/1-2--43490
ER  -