In this blog post, biology education researchers Sarah L. Eddy and Aramati Casper describe how to support intersex and queer students through language choices and biologically accurate content.
“It’s completely erasure”: A Qualitative Exploration of Experiences of Transgender, Nonbinary, Gender Nonconforming, and Questioning Students in Biology Courses
Abstract
Biology is the study of the diversity of life, which includes diversity in sex, gender, and sexual, romantic, and related orientations. However, a small body of literature suggests that undergraduate biology courses focus on only a narrow representation of this diversity (binary sexes, heterosexual orientations, etc.). In this study, we interviewed students with queer genders to understand the messages about sex, gender, and orientation they encountered in biology and the impact of these messages on them. We found five overarching themes in these interviews. Students described two narratives about sex, gender, and orientation in their biology classes that made biology implicitly exclusionary. These narratives harmed students by impacting their sense of belonging, career preparation, and interest in biology content. However, students employed a range of resilience strategies to resist these harms. Finally, students described the currently unrealized potential for biology and biology courses to validate queer identities by representing the diversity in sex and orientation in biology. We provide teaching suggestions derived from student interviews for making biology more queer-inclusive.
[Update] Sex and Gender Inclusivity in Pedigree Nomenclature
This focused revision addresses the need to denote sex assigned at birth and gender in pedigree nomenclature. It clarifies the use of symbols and language to ensure safe and inclusive genetic counseling for people who are gender-diverse or transgender.
Bennett, R. L., French, K. S., Resta, R. G., & Austin, J. (2022). Practice resource-focused revision: Standardized pedigree nomenclature update centered on sex and gender inclusivity: A practice resource of the National Society of Genetic Counselors. Journal of Genetic Counseling, 00, 1–11. https://doi.org/10.1002/jgc4.1621
Trans inclusion in the biology classroom
In this blog post, geneticist Jess McLaughlin offers six detailed strategies for trans inclusion in biology education. They also include an extensive list of resources.
Fourteen Recommendations to Create a More Inclusive Environment for LGBTQ+ Individuals in Academic Biology
This article in Life Sciences Education provides guidance for making biology inclusive in higher education and academia. The authors provide detailed recommendations for creating an inclusive collegial environment as well as adaptations to biology content and language.
The biology classroom is well-suited for discussions of gender and sexuality. As biologists, we have opportunities in our classrooms to dispel myths regarding the biology of attraction, biology of gender, sexuality, reproduction, hormones, and genetics. Instead of avoiding these topics, we recommend that instructors intentionally include them in class.
Signaling Inclusivity in Genetics Topics - Article by Karen G. Hales
College professor Karen G. Hales wrote this article suggesting options for gender-inclusive adaptation of language within genetics courses at the college undergraduate level. Topics include biological sex, parenthood, genetic traits, and pedigree charts. This article is open access through Life Sciences Education Journal, Vol. 19, No. 2.
Hales KG. Signaling Inclusivity in Undergraduate Biology Courses through Deliberate Framing of Genetics Topics Relevant to Gender Identity, Disability, and Race. CBE Life Sci Educ. 2020 Jun;19(2):es2. doi: 10.1187/cbe.19-08-0156. PMID: 32357097.
Gender Reveal Episode 54: Sam Long
Host Molly Woodstock and guest host Z Griffler hosted Sam on their award-winning podcast Gender Reveal. Thanks, Molly and Z, for having us on the show and for funding the grant to support our work!
In this week’s episode, guest host Z Griffler (they/them) speaks with Gender Reveal grant winner Sam Long (he/him), a high school biology teacher working to make science classes more diverse, accurate and inclusive. Topics include:
- What most high school biology classes get wrong
- Becoming the first trans astronaut
- Queering curriculums (through animal mating rituals)
- How being gay could help a population(!)
- Finding trans Nemo?!?
Ethical Schools: "Gender Inclusivity: Where Science and Ethics Intersect"
Jon Moscow and Amy Halpern-Laff host a podcast called Ethical Schools Podcast, and they recently spoke with us about gender inclusivity in biology curriculum. Thanks, Jon and Amy, for hosting us and elevating this developing area of education. And thanks for having helpful timestamps and transcripts of all your episodes.
We speak with high school science teachers and trans men, Sam Long and Lewis Maday-Travis, who have developed resources and trainings to help biology teachers develop gender-inclusive curricula. Science tells us that sexual and gender diversity is both normal and positive.
Disrupt Education #118: Gender-Inclusive Biology
Peter Hostrawser hosts a podcast called Disrupt Education, and recently spoke with us about growing a gender-inclusive biology curriculum. Thanks Peter, for hosting us and for helping spread the word about our developing work. ● Visit Peter’s website at https://www.disrupteducation.co to see more of his work in education.
Sam Long (he/him) and River Suh (they/them or he/him) are science teachers in Colorado and San Francisco respectively. They have a unique focus on gender-inclusive biology content. This means teaching topics like genetics, reproduction, and evolution in ways that affirm rather than omit or marginalize LGBTQ+ identities. The are a part of a group with one other trans science teacher who have been doing this work in their classrooms for many years. Recently they began training other teachers and publishing essays, and compiling web resources (in progress) on this topic. They are experts in this emerging area of education. River and Sam talk about the need for diverse and accurate biology curriculum, how it benefits all students, and how it looks in practice.
Gender-inclusive Biology curriculum, research, advocacy resources, and newsletter https://www.genderinclusivebiology.com/
Check out Sam and Lewis' workshops at HRC Time To Thrive (February 14-16, 2020) http://timetothrive.org/agenda/schedule and the NSTA National Conference (April 2-5, 2020) https://s6.goeshow.com/nsta/national/2020/overview.cfm
Teaching the Biology of Gender, Sex, and Sexuality Leads to a Marked Increase in Acceptance of the Theory of Evolution by Natural Selection
Image shows various birds with unique plumage.
This research by Nathan H. Lents finds that undergraduate students are more likely to accept evolutionary concepts after learning about the biological basis of reproduction and sexuality. The authors suggest that the topics of reproduction and sexuality may be opening students’ minds to accepting the ideas of evolution, or that these topics are high-interest and they make tangible and striking examples of evolution.
[HS and College] Inclusive and Accurate Approaches for Teaching Sex and Gender in Biology
Image of a presentation slide with the rainbow-colored Project Biodiversify logo containing an atom, a DNA double helix, a single-celled organism, a plant, and a winged insect. Title reads “ESA 2018 WK 44: Inclusive and Accurate Approaches for Teaching Sex and Gender in Biology.” The bottom of the image lists three presenter names: Alex Webster - she/her/hers - @alxweb, Ash Zemenick - they/them/theirs - @mtn_ash, and Sarah Jones - she/her/hers - @joness943.
Project Biodiversify team members Alex Webster, Ash Zemenick, and Sarah Jones presented this workshop at the 2018 Annual Meeting for the Ecological Society of America (ESA). The slides contain comprehensive information about the benefits of teaching inclusive biology, and how to adapt existing curricula using an iterative process. Extensive examples are given for sexual reproduction, sex determination, and sexual selection.
"A growing number of colleges and universities have been asking students to identify their gender identity and sexual orientation on admissions forms." (INSIGHT into Diversity 2016)
Caption: Photograph from the side of a row of people with notebooks open on their laps. One lap has a person holding a pen and tapping on a mobile phone screen. No heads are visible.
“In the last decade, a growing number of colleges and universities have been asking students to identify their gender identity and sexual orientation on admissions forms, either by adding a question to their own application or by adding a supplemental question to the Common Application. These institutions include Dartmouth College, Duke University, Elmhurst College, Elon University, Massachusetts Institute of Technology, Northeastern Illinois University, The Ohio State University, Purdue University, University of Iowa, University of Maryland, University of Rochester, and all two-year colleges in California and Washington. In addition, the Cooperative Institutional Research Program (CIRP), the most comprehensive source of information on college students, has also begun to ask questions about sexual orientation and gender identity.”