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1. Detecting LGBTQ+ Instances of Cyberbullying

   Arslan, M; Sandoval, M; Abuhamad, M; Hall, D L; Silva, Y N (September 2024, The International Conference on Social Computing, Behavioral-Cultural Modeling & Prediction and Behavior Representation in Modeling and Simulation (SBP-BRiMS))

   Social media continues to have an impact on the trajectory of humanity. However, its introduction has also weaponized keyboards, allowing the abusive language normally reserved for in-person bullying to jump onto the screen, i.e., cyberbullying. Cyberbullying poses a significant threat to adolescents globally, affecting the mental health and well-being of many. A group that is particularly at risk is the LGBTQ+ community, as researchers have uncovered a strong correlation between identifying as LGBTQ+ and suffering from greater online harassment. Therefore, it is critical to develop machine learning models that can accurately discern cyberbullying incidents as they happen to LGBTQ+ members. The aim of this study is to compare the efficacy of several transformer models in identifying cyberbullying targeting LGBTQ+ individuals. We seek to determine the relative merits and demerits of these existing methods in addressing complex and subtle kinds of cyberbullying by assessing their effectiveness with real social media data. 

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2. An Analysis of LGBTQ+ Courses: Recommendations for Developing Content for LGBTQ+ Individuals and Allies in Academia

   Akinci-Ceylan, Secil; Chavela Guerra, Rocio; Farrell, Stephanie (January 2022, ASEE Conference Proceedings)

   This work-in-progress paper examines four free online courses addressing LGBTQ+ topics and issues and provides recommendations for creating new content and resources for allies in higher education. This exploratory work is guided by the following questions: What free LGBTQ+ courses are available for learners and educators? What content do these courses cover? What are the overlaps among these courses and what new strategies could be adopted when developing new LGBTQ+ resources for people in academia? The scope of this paper explores the content and instructional strategies of courses offered on Coursera, a massive open online course (MOOC) platform. Our preliminary findings indicate that the courses offer many insights and strategies for becoming an ally, fostering inclusive environments, and showing up for LGBTQ+ students; however, they put a smaller emphasis on LGBTQ+ academics and their experiences. Based on these findings, recommendations for educators and course developers are suggested. 

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3. Fieldwork and LGBTQ+ Identities: Queering the Outdoors

   https://doi.org/10.1093/icb/icad038  

   Kamran, Maryam; Jennings, Kelsey (May 2023, Integrative And Comparative Biology)

   Synopsis Fieldwork is considered an integral component of research within conservation biology and ecology. Oftentimes, institutions and researchers share resources on general safety when collecting data in field settings. Despite an increasing awareness, there has been a lack of transparency and communication in terms of the hazards associated with fieldwork. These include but are not limited to an increased risk of sexual harassment and assault. These risks are compounded particularly for those from marginalized racial, sexual, and gender identities. In addition to this lack of acknowledgment, the added risks to those who identify as lesbian, gay, bisexual, transgender (trans), and/or queer or members of other marginalized sexualities and gender identities (to reflect the “+” in LGBTQ+) are often overlooked. We have found that there is not only a lack of data on sexual orientation and gender identities of researchers and the barriers they may face as field-based scientists, but also a lack of awareness of how we can support those from these marginalized groups within our disciplines. Creating a SAFE and INCLUSIVE community for those with marginalized identities is key to sustaining the diversity within our discipline. Here, we outline a series of recommendations that can be utilized to address the harassment, homophobia, and transphobia that our LGBTQ+ colleagues face. These recommendations range from what can be applied at the local level (within a lab group), at the department level, at the institutional level as well at specific field sites. 

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4. LGBTQ+ in ECE: Culture and (Non)Visibility

   https://doi.org/10.1109/TE.2021.3057542  

   Yang, Jerry A.; Sherard, Max K.; Julien, Christine; Borrego, Maura (November 2021, IEEE Transactions on Education)
5. RESISTANCE AND COMMUNITY-BUILDING IN LGBTQ+ ENGINEERING STUDENTS

   https://doi.org/10.1615/JWomenMinorScienEng.2021035089  

   Yang, Jerry A.; Sherard, Max K.; Julien, Christine; Borrego, Maura (January 2021, Journal of Women and Minorities in Science and Engineering)