Griffel, M., & Oman, S. (2025, June), Neuroqueers in Engineering: Investigation of Engineering Education that serves those in Neurodivergent and LGBTQIA+ Communities  Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/56997

\bibitem{asee_peer_56997}
  Griffel, M., \& Oman, S. (2025, June), \emph{Neuroqueers in Engineering: Investigation of Engineering Education that serves those in Neurodivergent and LGBTQIA+ Communities}
  Paper presented at 2025 ASEE Annual Conference \& Exposition , Montreal, Quebec, Canada .
  https://peer.asee.org/56997

Meira Griffel and Sarah Oman.  "Neuroqueers in Engineering: Investigation of Engineering Education that serves those in Neurodivergent and LGBTQIA+ Communities".  2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada , 2025, June.  ASEE Conferences, 2025.  https://peer.asee.org/56997 Internet.  20 Aug, 2025

\bibitem{asee_peer_56997}
  Meira Griffel and Sarah Oman.
  "Neuroqueers in Engineering: Investigation of Engineering Education that serves those in Neurodivergent and LGBTQIA+ Communities".
  \emph{2025 ASEE Annual Conference \& Exposition , Montreal, Quebec, Canada , 2025, June}.
  ASEE Conferences, 2025.
  https://peer.asee.org/56997 Internet.  20 Aug, 2025

@INPROCEEDINGS{asee_peer_56997
author = "Meira Griffel and Sarah Oman"
title = "Neuroqueers in Engineering: Investigation of Engineering Education that serves those in Neurodivergent and LGBTQIA+ Communities"
booktitle = "2025 ASEE Annual Conference \& Exposition "
year = "2025"
month = "June"
address = "Montreal, Quebec, Canada "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/56997}
}

TY  - CPAPER
AB  - The intersection of neurodivergent and LGBTQIA+ identities, referred to as “neuroqueer” in this work, is an emerging field of study within engineering programs at North American universities. The broader impact of this research is to find how to best support students with this intersectional identity in the context of engineering education. The intent is to determine what efforts have been made thus far in how neuroqueer students can be better served by their engineering schools, and where these programs currently fall short. Throughout the literature search process, it has been shown that individuals who are a part of underrepresented and/or marginalized communities face intersectional prejudices and experience more stress than those without marginalized identities. Making changes to learning environments that would benefit these students, would also be beneficial to students who do not hold these identities as well as those who are not yet identified to be a part of these communities. Determining how one specific group of students can be supported in a way that helps them to be more successful will help other groups of students and will make these programs better as a whole. The systematic literature search conducted on this topic is presented to illustrate where the current state of research is in engineering education that serves LGBTQIA+ and neurodivergent communities. The final results of this research are key determinations of gaps within current research efforts to chart paths forward for new research to serve neuroqueer students. Future ideas for the continuation for this research include designing pedagogy for engineering instructors and developing recommendations for how instructors can better support neuroqueer students.
AU  - Meira Griffel
AU  - Sarah Oman
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - Neuroqueers in Engineering: Investigation of Engineering Education that serves those in Neurodivergent and LGBTQIA+ Communities
UR  - https://peer.asee.org/56997
ER  -