Inclusion of LGBTQ+ topics in Forensic Science Education

Abstract

In the past year, the ACLU has identified 491 bills targeting LGBTQ+ individuals, with 228 of those bills directly applying to the ability to simply mention or represent the existence of queer individuals. In higher education, these bills may not directly impact the ability to discuss these topics, though there are resulting cultural stigmas that prevent many queer faculty and students from living openly due to feelings of being unsafe in this space or fear of job loss or opportunities. This is significant as queer students are at an elevated risk of withdrawing from STEM programs and had a generally more negative outlook on campus climate. With many of the negative interactions originate from an apparent lack of understanding of romantic, sexual, and gender identities. Fortunately, there is evidence to suggest that LGBTQ+ representation in faculty members and in course discussion improves queer student outcomes while increasing the knowledge base of individuals who do not identify with the LGBTQ+ community. This commentary explores the role of forensic science education in promoting diversity, inclusion, and belonging with a focus on the LGBTQ+ community by integrating queer topics in introductory level forensic science courses. Various forensic science fields, such as jurisprudence, handwriting analysis, DNA analysis, anthropology, and forensic nursing, are identified as opportunities to address queer topics through respectful and informed discussions that avoid perpetuating stereotypes or misinformation. By integrating queer topics and promoting understanding, forensic science education can contribute to a more diverse and inclusive scientific community.