Generating a framework for gender and sexual diversity‐inclusive STEM education

Wright, Gary W.; Delgado, César

doi:10.1002/sce.21786

Cited by 17 publications

(22 citation statements)

References 86 publications

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“…The study of language and women points out that the features and behaviour of women and men are not used to represent a person's sex; it means the socialisation process. It helps to raise the critical problem in society of gender equality (Wright & Delgado, 2023). This equality in everything will enable to balance of all rights between women and men.…”

Section: Discussionmentioning

confidence: 99%

“…Two main reasons stand to influence the growth of gender, and they are, Genetics, which defines the genetics-based understanding of parents in respecting and behaviour toward women (Wright & Delgado, 2023) . The environment illustrates the surroundings in which the human has grown up from childhood.…”

Section: Methodsmentioning

confidence: 99%

“…Whereas the structural properties in the Greek language are not practical. The use of feminine and masculine in terms of nouns is in non-economical practices while writing as well as speaking (Wright & Delgado, 2023). The common talks between people will generally use two different grammatical gender works without using a single grammatical gender, which enables minimizing the length of communication.…”

Section: Literature Reviewmentioning

confidence: 99%

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Women in Society Through the Aspect of Language

Balamurali

Hariharasudan

Gnanamuthu³

2023

JICC

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Our use of language conveys referential meanings and attitudes. The idea that women are unimportant to critical life issues that males handle first is the basis for "woman's language". Women's marginalization and helplessness are mirrored in all the views they are required to talk about, and they are speaking. Speaking in a way that is not proper for women, avoiding expressing strong emotions, favouring expressions of uncertainty, and elaborating on ways to explain ideas that are judged "trivial" to the "real" world Speech about women implies an object whose sexual nature necessitates euphemism, and whose social positions are derived and dependent about males. Thus, women’s identity is linguistically obscured; language works against treating women as important individuals with unique viewpoints. In this paper, the aspects of gender cover both the cultural and social strengths of a woman in this society. In general, the language deals with the adaptability of women in terms of gender, activities, and thoughts in their respective societies. By these ideologies, the paper highlights how to overcome equality in language and women.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Women in Society Through the Aspect of Language

Balamurali

Hariharasudan

Gnanamuthu³

2023

JICC

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“…In his instructional materials submission and corresponding reflection, Liam drew attention to the Howard Hughes Medical Institute (HHMI) Bio-interactive module "Sex Verification Testing of Athletes" (HHMI, 2018). This resource was also submitted as a positive resource by Martin and has been suggested in numerous other academic resources (Cooper et al, 2020;Hobbs, 2020;Long et al, 2021;Wright & Delgado, 2023).…”

Section: Domain 1: Interrogating and Accessing Powermentioning

confidence: 99%

“…Kean's (2021) second principle, "Genderism is a System of Oppression that Interacts with All Other Systems of Oppression," addresses how historical perspectives on gender equity in education research (e.g., women in science, LGBQ+ inclusive science education) are situated in explorations of sexism and heteronormativity which lack the nuance to problematize gender in ways that are inclusive of trans experiences. This is evidenced throughout the literature on LGBTQ+-inclusive science education which are frequently situated within feminist and/or queer theory (Rende, 2022;Wright & Delgado, 2023). As an alternative, Kean (2021) offers the framework of genderism which highlights the ways that gender norms act as a means of social control for all people, not just those who belong to marginalized groups.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

A (TRANS)formative approach to gender‐inclusive science education

Rende Mendoza,

Johnson

2024

J Res Sci Teach

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The teaching of science in K‐12 schools has long been criticized as a process that propagates oppression for students who do not conform to entrenched norms of gender, sex, and sexuality. Academic standards, curriculum, and textbooks are rife with rhetoric that reinforces any deviation from cisheterosexuality as aberrant, unusual, or abnormal. However, these often‐over‐simplified conceptions discount the historic social and scientific intricacies of gender and sexual diversity as well as students' own lived experiences. While there have been advancements in LGBTQ+ and gender‐inclusive science education reform, these movements have been stymied by a lack of cohesive guidelines for pedagogy and practice, particularly for trans, nonbinary, and gender‐creative youth. Situated within trans‐created conceptual frameworks for critical education, this study explored the pedagogical practices of 10 transgender science teachers with the purpose of learning from their experiences creating gender inclusive curriculum. From the data (in‐depth interviews, instructional materials samples, and reflective teaching statements) emerged the TRANS (Trans and Research‐informed Approaches for Nonbinary and gender‐inclusive Science education) Framework for gender inclusive science education pedagogy. This framework is anchored in three domains for teaching science through a trans‐informed lens:interrogating and accessing power, resisting essentialism, and embracing experiential knowledge and personal epistemologies. The findings of this study contribute to our growing understanding of gender‐inclusive science learning environments. Importantly, this study amplified the experiential knowledge of teachers whose voices are critically absent from research surrounding gender and LGBTQ+‐inclusive science education practice. Moreover, the framework derived from teachers' experiences can be used to guide educators in making their science classrooms safer and more gender inclusive.

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A holistic understanding of inclusion in STEM: Systemic challenges and support for women and LGBT+ academics and PhD students

Reggiani,

Gagnon,

Lunn

2024

Science Education

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Barriers to equity, diversity, and inclusion remain in Science, Technology, Engineering, and Mathematics (STEM) for historically underrepresented and marginalized individuals. The purpose of this study was to explore the experiences of women and LGBT+ academics and PhD students in the United Kingdom. Specifically, this article examines systemic challenges and support that 82 participants who identified as women and/or LGBT+ academics and PhD students have experienced in their STEM environments and throughout their careers. In this qualitative study, we employed intersectionality theory to frame a thematic analysis of interviews and focus groups. Our findings indicate that the experiences of participants are characterized more by inequities than by support from colleagues, peers, and higher education institutions. Inequities are widespread and intersectional, and have a cumulative impact whenever individuals endure multiple and potentially escalating challenges—which include hard‐to‐spot disadvantages, stereotypes, prejudice, as well as harassment, bullying, and discrimination. Participants’ accounts illustrate the benefits of different support mechanisms but also the limitations of initiatives to support marginalized individuals and groups in STEM that are not systematically embedded across institutions. Based on our findings, we present two conceptual models to better understand systemic challenges and their consequences for women and LGBT+ academics and PhD students in STEM, as well as to inform more holistic support mechanisms to create more inclusive STEM environments. Implications from the study highlight institutional accountability as key to improving climates and transformative change.

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Generating a framework for gender and sexual diversity‐inclusive STEM education

Cited by 17 publications

References 86 publications

Women in Society Through the Aspect of Language

Women in Society Through the Aspect of Language

A (TRANS)formative approach to gender‐inclusive science education

A holistic understanding of inclusion in STEM: Systemic challenges and support for women and LGBT+ academics and PhD students

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