Six Principles for Embracing Gender and Sexual Diversity in Postsecondary Biology Classrooms

Abstract

Sexual and gender minorities face considerable inequities in society, including in science. In biology, course content provides opportunities to challenge harmful preconceptions about what is “natural” while avoiding the notion that anything found in nature is inherently good (the appeal-to-nature fallacy). We provide six principles for instructors to teach sex- and gender-related topics in postsecondary biology in a more inclusive and accurate manner: highlighting biological diversity early, presenting the social and historical context of science, using inclusive language, teaching the iterative process of science, presenting students with a diversity of role models, and developing a classroom culture of respect and inclusion. To illustrate these six principles, we review the many definitions of sex and demonstrate applying the principles to three example topics: sexual reproduction, sex determination or differentiation, and sexual selection. These principles provide a tangible starting place to create more scientifically accurate, engaging, and inclusive classrooms.

“It’s completely erasure”: A Qualitative Exploration of Experiences of Transgender, Nonbinary, Gender Nonconforming, and Questioning Students in Biology Courses

“…At the college level, Biodiversify and the Better Biology Network are developing and sharing such recommendations. For example, Biodiversify recommends that when instructors teach about sexual dimorphism or sex determination they should start by teaching the diversity of patterns in these traits in nature ( Zemenick et al. , 2022 ).…”

Embracing the inclusion of societal concepts in biology improves student understanding

“…Our ideological awareness curriculum explicitly addressed the inaccuracy of cisnormative terminology to describe sexual systems in nature, in comparison to traditional biology curriculum that often relies on the idea of biology as a 'neutral' space that may unintentionally rely on gender essentialism or the gender binary for the sake of simplicity (Baeckens et al, 2020;Casper et al, 2022;Zemenick et al, 2022). This problematic 'neutral' framing of sex in biology classrooms can directly harm transgender and gendernonconforming students, who have reported a decreased sense of belonging and a decreased interest in the content and discipline (Casper et al, 2022).…”

Inclusive restoration: ten recommendations to supportLGBTQ+ researchers in restoration science

“… Read resources like Cooper et al (2020) and Zemenick et al (2022) before teaching a course Celebrate historic and current LGBTQ+ scientists and conservationists as role models in the classroom, explicitly recognizing their intersectional personal and professional identities Solicit student feedback on challenges or needs in the classroom, field, or laboratory, and be willing to serve as an advocate when resources or support are needed …”