Science and technology shape our present and future, which leads us to question whether they can also contribute to a project of social equality. This work begins with a central question: is there space for queer people in the science of the future? Starting from the definition of queer as any gender identity or sexual expression that departs from traditional norms, it analyzes the situation of the LGBTQ+ community within STEM fields (Science, Technology, Engineering, and Mathematics), where significant structural and cultural barriers still exist.

Currently, queer people in STEM face invisibility, discrimination, and a work environment that often does not allow them to be open about their identities. According to a survey led by Allison Mattheis (California State University), more than 40% hide their identity for fear of consequences. The situation becomes even more complex at the intersections with other inequalities, such as gender and feminine expressions, especially in male-dominated environments, where they face additional discrimination. A study led by Marco Reggiani in the United Kingdom with 82 female academics (29% LGBTQ+) revealed that most experienced isolation, microaggressions, lack of mentors, and exclusion from power networks.

Inclusion is not only an ethical issue but also one of scientific quality: diverse teams are more innovative and productive. However, for many queer people, constantly correcting assumptions or silencing their identity can be exhausting. There is a need to move beyond mere “acceptance” toward normalization: living authentically should not be a daily struggle.

History shows that LGBTQ+ people have made decisive contributions to science, often despite discrimination. Alan Turing, Sally Ride, Lynn Conway, Ben Barres, Audrey Tang, and Juani Bermejo Vega are just a few examples. Highlighting these role models helps correct historical narratives and offer diverse examples to new generations, demonstrating that scientific excellence is compatible with living true to oneself.

Initiatives such as Queer in STEM, 500 Queer Scientists, and Queer Science Day have helped increase visibility and create support networks for LGBTQ+ people in science. However, to achieve structural change, intervention in education is necessary. Therefore, this work proposes an approach focused on secondary and university education, whose activities can also be used in teacher training. At the secondary level (ages 12 to 18), practical workshops with accessible scientific content are combined with stories from LGBTQ+ people in STEM and talks with queer scientists. At the university level, peer mentoring, inclusive workshops, and participation in diverse projects will be encouraged. These actions aim to strengthen a sense of belonging, dismantle stereotypes, and create safe and inclusive spaces from early stages. They will be implemented on key dates such as the International LGBTQ+ STEM Day and Science Week, supported by educational materials and social media to amplify their impact.
In summary, this work proposes a structured and replicable educational action that integrates inclusion, gender, and science. It promotes a vision of science not only as a generator of knowledge but also as a transformative space that welcomes, empowers, and celebrates human diversity.

Keywords: Diversity, gender, inclusion, LGBTQ+, queer, STEM.