The fields of Science, Technology, Engineering, and Mathematics (STEM) have been dominated by a narrow demographic, leaving marginalised communities, including LGBTQIA+ people, underrepresented and underserved. In this insightful interview, Sayantan Datta, a science journalist and educator, and a member of the Lab Hopping team, shares their journey as a queer-trans person in STEM and highlights the critical importance of Diversity, Equity, Inclusion, and Accessibility (DEIA) in science.
To start off, could you share how you entered the STEM field? What aspects of your family background led you to venture into STEM?
Thank you for the question! My father is an engineer and my mother studied philosophy and geography, though neither pursued academia (my father works in the service industry, and my mother is a homemaker). Interestingly, my sister and I are the only ones in our extended family to have completed a Master’s degree, and I am the only one who attempted a PhD, although I did not finish mine.
It was a combination of pressure and motivation from my parents that pushed me toward STEM. I was interested in both sciences and literature during my school years. However, my parents were insistent that I pursue STEM in grades 11 and 12 for better career prospects. They wanted a doctor in the family. Despite my efforts, I could not secure a seat in medicine, so I opted for basic sciences instead.
I eventually got into Presidency University in Kolkata and studied life sciences there. In my second year, I had to choose a specialisation. Initially, I picked molecular biology because it was then considered the ‘cool’ thing, but I found it too complex to visualise after a point. So, I switched to physiology, which aligned better with my approach to biology that relied largely on being able to visualise biological concepts and processes. Later, I developed an interest in neuroscience while working in a lab with a neuroscience focus. This led me to pursue a Master’s degree in Neural and Cognitive Sciences at the University of Hyderabad, where I had an amazing time, despite the interdisciplinary challenges.
The path in STEM often feels like a rigmarole— BSc, MSc, then PhD. I joined a PhD program at TIFR Hyderabad but faced significant challenges during the pandemic. I eventually quit my PhD in 2021 to pursue science journalism and communication, and to teach writing to undergraduate students.
What sparked your interest in science communication?
It started when I attended a workshop by Sarah Iqbal, a mentor for many in the SciComm community, in 2019. She held a 101 Science Communication workshop at TIFR Hyderabad through the DBT/Wellcome Trust India Alliance, and I was blown away! I realised I could stay connected to STEM without being confined to the lab.
Before this, I was already writing about queer and trans rights, as well as lived experiences of LGBTQIA+ people. Science communication felt like a natural extension, allowing me to blend my writing and journalism skills with my scientific background. The pandemic-induced lockdown gave me the time to explore this field further. I joined thelifeofscience.com, a feminist multimedia science collective, as their coordinator.
I wrote several stories, including one of the first reports on transgender persons’ experiences in Indian science institutions. For IndiaBioscience, I explored how being LGBTQIA+ in Indian science institutions impacts mental health. These projects allowed me to delve into critical issues of queer and transgender persons within the scientific community.
For a long time, I felt like I was the only queer and trans person in a lab. In some ways, my 2022 UKRI-funded project was an attempt at proving myself wrong. And wrong I was.
What have been some of your major achievements in science journalism and current projects?
In 2021, I closely reported on a significant case of a manuscript retraction at a well-known science institute in the country, which was one of the major stories I covered. This experience solidified my path in science journalism. I am also an Assistant Professor at Krea University, where I teach academic writing and science journalism.
In 2022, I led a project funded by the UK Research Initiative that examined the experiences of transgender persons in the Indian science ecosystem. This project, using a mix of tools from journalism, science education, and sociology, was one of the first of its kind in the country. The final publication was released in March 2024, and I am incredibly proud of this work.
Currently, I am continuing my research on the lived experiences of transgender individuals in India. In collaboration with Pushpesh Kumar from the University of Hyderabad, I am studying lived experiences of caste-, class- and gender-marginalised transgender persons in the country. Further, with my colleagues Neha Mishra and Vivek Tewary, I am trying to bring together a community of educators to think about teaching reading and writing in the STEMM ecosystem.
I remain active in journalism, writing extensively for The Hindu, The News Minute and queerbeat, where I explore untold stories of queer, trans, and intersex people. These pursuits allow me to blend my passion for storytelling with my commitment to DEIA in STEM.
It seems you’ve revisited many fields you once thought you’d left behind. Can you tell us more about that?
I have returned to subjects like mathematics, which once felt daunting. I found mathematics was torturous in school, but now that I teach it in a combined math and writing classroom, it no longer feels as intimidating.
A lot of my projects stem from personal motivation, especially those exploring the lived experiences of queer, trans, and intersex people in STEM. For a long time, I felt like I was the only queer and trans person in a lab. In some ways, my 2022 UKRI-funded project was an attempt at proving myself wrong. And wrong I was. As a part of the project, I could reach out on a national scale, helping build a community and starting conversations about our lives in STEMM (Science, Technology, Engineering, Mathematics, and Medicine) fields.
Similarly, my collaborative project on teaching reading and writing in STEMM stems from my personal interest in making both technical and non-technical writing in STEMM accessible to a wider audience. As a scientist-turned-writing pedagogue, I am also interested in understanding what science has to contribute to writing pedagogy and what writing has to contribute to science.
My presence in the classroom sends a powerful message: we, as queer and trans individuals, are here, and are here to stay.
You mentioned reaching out to other trans people and feeling isolated as a trans person in STEM. How has your trans identity influenced your journey in coursework, research, and teaching?
Thanks for the question. My trans identity has not directly impacted my technical work in STEM, but it has profoundly influenced how I perceive and navigate the field. The sciences have a very tenuous relationship with queer and trans people. Historically, trans and queers have faced significant challenges, from the stigmatisation during the HIV/AIDS crisis to the still-continuing practices of conversion therapies. These experiences have made me realise that science is not as value-neutral or objective as it is often portrayed.
Being queer and trans has helped me see and understand the biases that exist within scientific research. This awareness has been crucial in my journey. Also, while doing my research, having a community of other trans people – who were not necessarily in STEMM – to fall back on was incredibly helpful. It provided emotional support and a sense of belonging that was essential for my well-being.
As a teacher at Krea University, where many students come from privileged backgrounds and are familiar with LGBTQIA+ terminology, my role extends beyond just teaching. My presence in the classroom sends a powerful message: we, as queer and trans individuals, are here, and are here to stay. This representation is vital.
Moreover, my position gives me the leverage to advocate for policies that benefit queer, trans, and intersex people from various socioeconomic backgrounds, castes, classes, religions, and abilities. It is not just about being a role model – something that I feel quite uncomfortable about – but also about pushing for systemic changes. For example, I can work with the administration to implement policies that address the unique challenges faced by these communities, such as creating more inclusive infrastructural facilities and support systems.
We need more representation of marginalised identities in the science ecosystem to challenge and change discriminatory policies. By articulating our experiences and demands, we can highlight what needs fixing and suggest practical changes. This advocacy is where I feel my contribution lies – using my experiences and position to push for a more inclusive and equitable scientific community.
Inclusivity and diversity in science are not just ethical imperatives—they are essential for the growth and richness of the field.
You mentioned policy, which leads to my next question. What should institutes in India do to be more inclusive and diverse for transgender and queer people?
Thanks for that question. I’ve actually written a detailed policy brief on these issues; here’s a summary of what I recommend.
First, interventions are needed at multiple levels. At the infrastructural level, we need gender-neutral/all-gender facilities like washrooms and hostels. Transgender individuals often experience gender dysphoria when forced to use spaces that don’t align with their identified gender. This extends to washrooms, hostels and any other gender-segregated facilities. Health infrastructure is also crucial: doctors and mental health practitioners in institutions should be queer- and trans-sensitive to provide proper support.
At the curricular level, there’s a need to move beyond the binary and heteronormative perspectives often presented in biology and other sciences. Current teaching tends to focus on categories like ‘male’ and ‘female’ as if they were immutable and absolute, in addition to painting a reproductive & heterosexual picture of sexuality. Sex education in schools is often limited to heterosexual reproduction, ignoring the complex and diverse ways of human sexuality. We need to introduce more affirmative discussions about intersex individuals, who are currently only mentioned in the context of conditions like Klinefelter’s ‘syndrome’ or Turner’s ‘syndrome’, and, therefore, framed as ‘abnormal’. In reality, intersex people can live complete and fulfilling lives without being labelled as diseased or disordered.
At the policy level, institutions should have comprehensive anti-sexual harassment policies that recognize the unique challenges faced by queer and transgender people. Gender policies must include transgender individuals, and institutions should commit to diversity, equity, and inclusion, explicitly stating they do not discriminate based on gender, sexual orientation, caste, class, or disability. For example, many transgender persons are kicked out of their homes and may have had to interrupt their education. Policies should consider this and provide affirmative actions, such as reservations, reduced admission fees, and age relaxations, to support their education and employment opportunities.
My main suggestion to cisgender and heterosexual individuals is to recognize the value and importance of queer and trans people in the sciences. Our presence is beneficial for advancing scientific knowledge and enriching the field.
To cisgender colleagues, students, and professionals, my message is to be supportive and proactive in creating inclusive environments. Recognize that having queer and trans individuals in STEM enriches the field with diverse perspectives. It’s not just about tolerance but about actively dismantling discriminatory policies and practices.
Finally, bringing more queer, trans, and intersex people into science is vital because every person adds a unique viewpoint. For example, women’s health issues remained historically overlooked until women scientists took the lead in changing that narrative! So the essence is clear: inclusivity and diversity in science are not just ethical imperatives—they are essential for the growth and richness of the field.
What would be your advice to cisgender colleagues, students, and professionals on how to be accommodating and accepting of this community?
My main suggestion to cisgender and heterosexual individuals is to recognize the value and importance of queer and trans people in the sciences. Our presence is beneficial for advancing scientific knowledge and enriching the field.
A few queer people alone cannot drive significant change due to the existing resistance within institutions. We need our cisgender and heterosexual allies to stand by us, support us, and sometimes even lead the efforts to transform institutional structures and policies to better cater to queer and trans individuals.
What are your long-term goals in your scientific career, and how do you think they will contribute to the field?
That’s an excellent question! Honestly, I don’t have a definitive long-term goal right now, especially after changing several fields and quitting a PhD. Currently, I’m a tenure-track assistant professor who is also an active writer, and I’m still figuring things out.
However, I want to continue my work in science journalism, and writing about science with a sociological lens. My goal is to explore how science intersects with the lives of people from marginalised backgrounds and to highlight these interactions.
I hope this work will lead to a better understanding of the complexities within the science ecosystem. Ultimately, I aim for these insights to influence policy changes that make the sciences more inclusive, welcoming more people from diverse and marginalised backgrounds.
Rapid Fire with Sayantan
What is your favourite tool for research?
When I worked with fruit flies, I used the stereo microscope so extensively that it felt like a second pair of eyes. It became almost a part of my body.
Which is your favourite movie that showcases DEIA and that you would recommend anyone to watch?
I am not sure if “DEIA” would be the term I use to describe the movie, but the one that comes to me now is Swades (2004). I’m a Shah Rukh Khan fan, and Swadesh is about science and technology as well (among other things).
If you had a theme song for your advocacy what would it be?
This is a tough one. “Hum honge kaamyaab” (We shall overcome), perhaps?
Notes:
This article was originally published in Vividh: Diversity, Equity, Inclusivity and Accessibility in Science in India, a compendium by IndiaBioScience.org. It is republished here with minor edits.
Featured image by Siddhesh Gautam.
