How cool is this educational jewelry that @the_fish_nerd has created! Her photos show linked medallions illustrated with non-binary side-blotched lizards, transgender moray eels, and asexual condors. Thanks for sharing! - RXS
More LGBTQ-inclusive sex ed reduces odds of bullying, depression, suicidal thoughts, and victimization (J Adolesc Health)
Title: Associations of LGBTQ-inclusive sex education with mental health outcomes and school-based victimization in U.S. high school students
Journal: Journal of Adolescent Health
Public access URL: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6478545/pdf/nihms-1516132.pdf
Summary: Students with a greater proportion of LGBTQ-inclusive sex education have lower odds of experiencing school-based victimization and adverse mental health [such as depressive symptoms, suicidal thoughts, or making a plan to commit suicide
Adapting Language for Diverse (A)Genders, Bodies, and (A)Sexualities
clear infographics (see above for examples),
a checklist with advice for challenging situations such as:
and a statements-editing activity from a workshop by SextEd (a free and confidential texting helpline that answers questions about sex, dating, and health within 24 hours) and ACCM (AIDS Community Care Montreal).
“We also know it can be challenging to use inclusive language when students, peers, or service users don’t, or they’re not familiar with the practice. In these cases, you can still take the time to gently explain why you speak or write the way that you do: to respect the diversity in people’s sexualities, genders, and bodies. If someone asks why you phrased something a certain way, you can take the time to explain why.
In situations where a person is asking a question or speaking in a way that isn’t inclusive, you can....
— Use phrases like “Yes, men, or anyone with a penis, can get an erection at random.”
— Gently remind them of identities they didn’t include in their statement or question, “Yeah, for sure. But I also
think it’s important to keep in mind that some men don’t have penises, and some women do, to make sure we’re
being inclusive.””
Inclusive Zines from the Queer Sex Ed Community Curriculum
Clownfish, a dolphin, a whale, and other fish swim over the title “Sex Diversity in Nature: A brief exploration of sex diversity in the natural world.”
The Queer Sex Ed Community Curriculum is an LGBTQ-led project that is developing inclusive, trauma-informed, and sex-positive resources for use with youth. Their resource library includes zines, posters, and training materials that you can implement in your classroom. Check out the awesome Sex Diversity in Nature Zine, as well as their zine on Deconstructing the Gender Binary.
Ten simple rules for supporting historically underrepresented students in science
Post-secondary science educators, including college and university instructors and informal educators, will find actionable strategies for supporting historically underrepresented students in this PLOS Computational Biology article by Arif S, Massey MDB, Klinard N, Charbonneau J, Jabre L, Martins AB, et al. (2021)
4 Ways Biology Can Make Your Teaching More Inclusive
When I switched to science teaching, I worried we weren’t preparing students for the diverse professional work environments I had left. Peers from different backgrounds often struggle to work together, and some curriculum can limit, not expand, the student conversation.
A student says…
“You need a mom and dad to make a baby.”
“Same-sex pairings or transgender behavior is unnatural because they don’t produce babies.”
“My textbook says a characteristic ‘goal’ of life is to mate and have biological children.”
“But I was taught that everyone is XX or XY. Is that wrong?”
What do we say?
Even in San Francisco, more experienced teachers asked me, a nonbinary immigrant biology teacher, whether science had any unbiased resources for talking to students in a gender-inclusive way. I’m passionate about creating a classroom where students can stay curious about new experiences and identities, but I still want to keep science at the center.
To get you started, I’m sharing four ways teachers at any level or subject can respond to common gender-related questions using the evidence-based model of actual scientific research. Click through to read the article on WeAreTeachers, which includes the infographic below. Feel free to print and/or share!
–RXS
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.
"School connectedness & school adult support were associated w/ 22% decrease in drug use in LGB California public school students." (LGBT Health)
Article title:
School Protective Factors and Substance Use Among Lesbian, Gay, and Bisexual Adolescents in California Public Schools.
From the abstract:
A secondary analysis of the 2013-2015 California Healthy Kids Survey (CHKS) was conducted to examine associations between school protective factors (i.e., school connectedness and adult support) and substance use among LGB youth, above and beyond a key risk factor, school victimization. The study outcomes were past 30-day and in-school use of cigarettes, alcohol, marijuana, inhalants, prescription pain medication, and other illegal drugs.
Overall, school connectedness and school adult support were associated with lower odds of substance use. For example, higher levels of school connectedness were associated with 22% decreased odds of past 30-day inhalant use (adjusted odds ratio [AOR] = 0.78; 95% confidence interval [CI] = 0.72-0.86), and 25% decreased odds of past 30-day prescription pain medication use (AOR = 0.75; 95% CI = 0.69-0.82). Higher levels of adult support in school were also associated with 17% decreased odds of marijuana use on school property in the past 30 days (AOR = 0.83; 95% CI = 0.77-0.91).
Citation
De Pedro KT, Esqueda MC, Gilreath TD. School Protective Factors and Substance Use Among Lesbian, Gay, and Bisexual Adolescents in California Public Schools. LGBT Health External . 2017 Jun;4(3):210-216. doi: 10.1089/lgbt.2016.0132. Epub 2017 May 12.
Psychologists recognize that TGNC people are more likely to experience positive life outcomes when they receive social support or trans-affirmative care. (APA)
Source: American Psychological Association. (2015). Guidelines for Psychological Practice with Transgender and Gender Nonconforming People. American Psychologist, 70 (9), 832-864. doi: 10.1037/a0039906
Guideline 11. Psychologists recognize that TGNC people are more likely to experience positive life outcomes when they receive social support or trans-affirmative care.
Research has primarily shown positive treatment outcomes when TGNC adults and adolescents receive TGNC-affirmative medical and psychological services (i.e., psychotherapy, hormones, surgery; Byne et al., 2012; R. Carroll, 1999; Cohen-Kettenis, Delemarre-van de Waal, & Gooren, 2008; Davis & Meier, 2014; De Cuypere et al., 2006; Gooren, Giltay, & Bunck, 2008; Kuhn et al., 2009), although sample sizes are frequently small with no population-based studies. In a meta-analysis of the hormone therapy treatment literature with TGNC adults and adolescents, researchers reported that 80% of participants receiving trans-affirmative care experienced an improved quality of life, decreased gender dysphoria, and a reduction in negative psychological symptoms (Murad et al., 2010).
In addition, TGNC people who receive social support about their gender identity and gender expression have improved outcomes and quality of life (Brill & Pepper, 2008; Pinto, Melendez, & Spector, 2008).
Several studies indicate that family acceptance of TGNC adolescents and adults is associated with decreased rates of negative outcomes, such as depression, suicide, and HIV risk behaviors and infection (Bockting et al., 2013; Dhejne et al., 2011; Grant et al., 2011; Liu & Mustanski, 2012; Ryan, 2009).
Family support is also a strong protective factor for TGNC adults and adolescents (Bockting et al., 2013; Moody & Smith, 2013; Ryan et al., 2010).
TGNC people, however, frequently experience blatant or subtle antitrans prejudice, discrimination, and even violence within their families (Bradford et al., 2007). Such family rejection is associated with higher rates of HIV infection, suicide, incarceration, and homelessness for TGNC adults and adolescents (Grant et al., 2011; Liu & Mustanski, 2012). Family rejection and lower levels of social support are significantly correlated with depression (Clements-Nolle et al., 2006; Ryan, 2009).
Many TGNC people seek support through peer relationships, chosen families, and communities in which they may be more likely to experience acceptance (Gonzalez & McNulty, 2010; Nuttbrock et al., 2009).
Peer support from other TGNC people has been found to be a moderator between antitrans discrimination and mental health, with higher levels of peer support associated with better mental health (Bockting et al., 2013).
Works cited:
Bockting, W. O., Miner, M. H., Swinburne Romine, R. E., Hamilton, A., & Coleman, E. (2013). Stigma, mental health, and resilience in an online sample of the US transgender population. American Journal of Public Health, 103, 943–951. http://dx.doi.org/10.2105/AJPH.2013 .301241
Brill, S., & Pepper, R. (2008). The transgender child: A handbook for families and professionals. San Francisco, CA: Cleis Press.
Byne, W., Bradley, S. J., Coleman, E., Eyler, A. E., Green, R., Menvielle, E. J., . . . American Psychiatric Association Task Force on Treatment of Gender Identity Disorder. (2012). Report of the American Psychiatric Association Task Force on Treatment of Gender Identity Disorder. Archives of Sexual Behavior, 41, 759 –796. http://dx.doi.org/10.1007/ s10508-012-9975-x
Carroll, R. (1999). Outcomes of treatment for gender dysphoria. Journal of Sex Education & Therapy, 24, 128 –136.
Clements-Nolle, K., Marx, R., & Katz, M. (2006). Attempted suicide among transgender persons: The influence of gender-based discrimination and victimization. Journal of Homosexuality, 51, 53– 69. http://dx .doi.org/10.1300/J082v51n03_04
Cohen-Kettenis, P. T., Delemarre-van de Waal, H. A., & Gooren, L. J. G. (2008). The treatment of adolescent transsexuals: Changing insights. Journal of Sexual Medicine, 5, 1892–1897. http://dx.doi.org/10.1111/j .1743-6109.2008.00870.x
Davis, S. A., & Meier, S. C. (2014). Effects of testosterone treatment and chest reconstruction surgery on mental health and sexuality in femaleto-male transgender people. International Journal of Sexual Health, 26, 113–128. http://dx.doi.org/10.1080/19317611.2013.833152
De Cuypere, G., Elaut, E., Heylens, G., Van Maele, G., Selvaggi, G., T’Sjoen, G.,... Monstrey, S. (2006). Long-term follow-up: Psychosocial outcomes of Belgian transsexuals after sex reassignment surgery. Sexologies, 15, 126 –133. http://dx.doi.org/10.1016/j.sexol.2006.04.002
Dhejne, C., Lichtenstein, P., Boman, M., Johansson, A. L. V., Långström, N., & Landén, M. (2011). Long-term follow-up of transsexual persons undergoing sex reassignment surgery: Cohort study in Sweden. PLoS ONE, 6(2), e16885. http://dx.doi.org/10.1371/journal.pone.0016885
Gooren, L. J., Giltay, E. J., Bunck, M. C. (2008). Long-term treatment of transsexuals with cross-sex hormones: Extensive personal experience. Journal of Clinical Endocrinology & Metabolism: Clinical and Experimental, 93, 19 –25. http://dx.doi.org/10.1210/jc.2007-1809
Grant, J. M., Mottet, L. A., Tanis, J., Harrison, J., Herman, J. L., & Kiesling, M. (2011). Injustice at every turn: A report of the national transgender discrimination survey. Washington, DC: National Center for Transgender Equality & National Gay and Lesbian Task Force. Retrieved from http://endtransdiscrimination.org/PDFs/NTDS_Report .pdf
Kuhn, A., Brodmer, C., Stadlmayer, W., Kuhn, P., Mueller, M. D., & Birkhauser, M. (2009). Quality of life 15 years after sex reassignment surgery for transsexualism. Fertility and Sterility, 92, 1685–1689. http:// dx.doi.org/10.1016/j.fertnstert.2008.08.126
Liu, R. T., & Mustanski, B. (2012). Suicidal ideation and self-harm in lesbian, gay, bisexual, and transgender youth. American Journal of Preventive Medicine, 42, 221–228. http://dx.doi.org/10.1016/j.amepre .2011.10.023
Moody, C. L., & Smith, N. G. (2013). Suicide protective factors among trans adults. Archives of Sexual Behavior, 42, 739 –752. http://dx.doi .org/10.1007/s10508-013-0099-8
Murad, M. H., Elamin, M. B., Garcia, M. Z., Mullan, R. J., Murad, A., Erwin, P. J., & Montori, V. M. (2010). Hormonal therapy and sex reassignment: A systemic review and meta-analysis of quality of life and psychosocial outcomes.Clinical Endocrinology, 72, 214 –231. http:// dx.doi.org/10.1111/j.1365-2265.2009.03625.x
Pinto, R. M., Melendez, R. M., & Spector, A. Y. (2008). Male-to-female transgender individuals building social support and capital from within a gender-focused network. Journal of Gay and Lesbian Social Services, 20, 203–220. http://dx.doi.org/10.1080/10538720802235179
Ryan, C. (2009). Supportive families, healthy children: Helping families with lesbian, gay, bisexual & transgender children. San Francisco, CA: Family Acceptance Project, Marian Wright Edelman Institute, SanFrancisco State University. Retrieved from http://familyproject.sfsu.edu/files/FAP_English%20Booklet_pst.pdf
Ryan, C., Russell, S. T., Huebner, D., Diaz, R., & Sanchez, J. (2010). Family acceptance in adolescence and the health of LGBT young adults. Journal of Child and Adolescence and the Health of LGBT Young Adults, 23, 205–213.
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
Family Acceptance of LGBT Youth Protects Against Suicide, Depression & Substance Abuse and Predicts Better Health & Self-Esteem (Journal of School Health)
Description: Screenshot of published research article highlighting the Results portion of the Abstract, transcribed at right.
Lesbian, gay, bisexual, and transgender-related school victimization is strongly linked to young adult mental health and risk for STDs and HIV; there is no strong association with substance use or abuse.
Elevated levels of depression and suicidal ideation among males can be explained by their high rates of LGBT school victimization.
Citation: Russell ST, Ryan C, Toomey RB, Diaz RM, Sanchez J. Lesbian, gay, bisexual, and transgender adolescent school victimization: implications for young adult health and adjustment. J Sch Health. 2011; 81: 223-230. (pdf)
Groundbreaking Research on Family Rejection of Lesbian, Gay and Bisexual Adolescents Establishes Predictive Link to Negative Health Outcomes (Pediatrics)
Caption: Small screenshot of printed article linked in this post.
On the basis of odds ratios, lesbian, gay, and bisexual young adults who reported higher levels of family rejection during adolescence were 8.4 times more likely to report having attempted suicide, 5.9 times more likely to report high levels of depression, 3.4 times more likely to use illegal drugs, and 3.4 times more likely to report having engaged in unprotected sexual intercourse compared with peers from families that reported no or low levels of family rejection.
Latino men reported the highest number of negative family reactions to their sexual orientation in adolescence.
Researchers have established a link between rejecting behaviors of families towards lesbian, gay and bisexual adolescents and negative health problems in early adulthood.
Published in the January 2009 issue of Pediatrics, journal of the American Academy of Pediatrics.
Citation: Caitlin Ryan, David Huebner, Rafael M. Diaz, Jorge Sanchez. Family Rejection as a Predictor of Negative Health Outcomes in White and Latino Lesbian, Gay, and Bisexual Young Adults. Pediatrics Jan 2009, 123 (1) 346-352; DOI: 10.1542/peds.2007-3524 (link to abstract)
LGBTQ inclusion in Educator preparation: getting ready for gender and sexual diversity in secondary school settings
In this Ph.D. dissertation, M. H. Hoelscher, discusses findings on possibilities for LGBTQ inclusion in life science educator preparation programs. Hoelscher suggests ways to integrate LGBTQ topics in many areas of biology curriculum, and reports on a multiple-case study of how science teacher candidates adopt LGBTQ inclusion.