Researchers from Oregon State University expressed dismay at the responses they received to a survey focusing on LGBTQ+ experiences within STEM (Science, Technology, Engineering, and Mathematics) undergraduate programs. Published in the Bulletin of Applied Transgender Studies, their paper, "Attack Helicopters and White Supremacy: Interpreting Malicious Responses to an Online Questionnaire about Transgender Undergraduate Engineering and Computer Science Student Experiences," analyzes what they deem "malicious responses" and links them to broader societal trends.
Out of 349 responses, the research team flagged 50 as containing "slurs, hate speech, or direct targeting of the research team." These responses, which included profanity, obscene language, and memes, were categorized into themes such as demographics, DEI initiatives, gender, anti-LGBTQ+ sentiments, racism, antisemitism, and references to online hate subcultures.
The researchers highlighted several examples of what they considered problematic responses. When asked about gender identity, some respondents provided answers like "Apache Attack Helicopter" or "V22 Osprey." In the disability section, responses ranged from "illiterate" to "My country is run by communists," and even claims that identifying as transgender is a disability itself. Other respondents dismissed the survey's questions as irrelevant or intrusive.
The researchers interpreted these responses as indicative of a rise of fascist ideologies within engineering and computer science academia. They argued that the responses, particularly those referencing online memes associated with white nationalist and fascist movements, demonstrated a concerning trend. The emotional toll on the research team, especially a transgender researcher already struggling with anxiety and depression related to online anti-trans rhetoric, was also emphasized.
The researchers advocate for "social justice STEM education" as a countermeasure, proposing the integration of perspectives on online hate radicalization and anti-colonial, intersectional solidarity organizing. They expressed surprise at the rejection of their findings by several academic journals, interpreting this as a potential dismissal of their concerns about fascism in academia. The researchers employed what they describe as "antifascist and trans/queer methodologies" to analyze the data, emphasizing the connection between contemporary fascist movements and the historical context of the U.S. as a racial project.
They suggest that the experiences of transgender individuals should be used as a teaching tool to explore power dynamics and oppression, highlighting the roots of race, gender, and sexuality within European colonial logics. They specifically target engineering as a crucial field for implementing their ideology due to the prevalence of graduates working in sectors like fossil fuels, defense, construction, and technology, advocating for education about the relationship between these fields and global racial capitalism.
