Adapting Language for Diverse (A)Genders, Bodies, and (A)Sexualities

  1. clear infographics (see above for examples),

  2. a checklist with advice for challenging situations such as:

  3. 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.””
— SextEd & ACCM

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

LGBTQIA Science/STEM Etymology

This is a partial list of root words that occur in both LGBTQIA issues and STEM content. Each root word has its own poster. This is a tool to help teachers integrate gender-inclusive themes into their teaching.

You might ask students to speculate on the meaning of a new science word like “homozygous” based on the meaning of the familiar word “homosexual”. Or you might have students write formal definitions of “transgender” and “cisgender” to apply their vocabulary after a lesson on cis- and trans-isomers. By taking a quick moment to make the connection, you can improve student literacy and affirm diverse identities in your classroom.