Date of Award

Summer 8-22-2026

Document Type

Dissertation

Degree Name

Ph.D. in Teaching and Learning Sciences

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Brette Garner

Second Advisor

Darin M. L. Stewart

Third Advisor

Paul Michalec

Fourth Advisor

Nicholas S. Ormes

Fifth Advisor

Bethany J. Waddington

Copyright Statement / License for Reuse

All Rights Reserved
All Rights Reserved.

Keywords

Curriculum development, Design-based research, Inclusive education, LGBTQIA+ education, STEM education, Teacher learning

Abstract

STEM (Science, Technology, Engineering, and Mathematics) education has historically marginalized queer identities, shaping inaccurate curricula and fostering unwelcoming classroom environments. To address this, my research uses design-based research to investigate the design of queer-inclusive STEM curricular resources. I partnered with in-service secondary STEM teachers amidst a series of professional development courses to co-create curricular resources. My research is grounded in queer theory, using a Gender Inclusive Framework to collaboratively develop inclusive design principles. My findings revealed a strong desire by teachers for more authentic and fluid representations of gender and sexuality in STEM curricula, particularly beyond the biological science discipline. My study emphasizes the importance of teacher collaboration research and underscores the need for more resources to foster equity for LGBTQIA+ students in STEM classrooms.

Copyright Date

8-2026

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Kyle Nolting

Provenance

Received from ProQuest

File Format

application/pdf

Language

English (eng)

Extent

241 pgs

File Size

3.3 MB

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