Student Receptiveness to Queer Identity–Affirming Content in an Introductory Undergraduate Biology Course

• In Event: Diverse Postsecondary Student Learning and Experiences

Abstract

The false pretense of STEM as unbiased creates harm by excluding students with minoritized identities and propagating a harmful culture. Biology is a unique because it includes identity-related topics, including sex, gender, and sexuality, yet introductory courses are usually taught from a gender essentialist perspective, where sex and gender are interchangeable binaries, and only heterosexual sex exists. We explored student responses to non-essentialist content regarding sex, gender, and sexuality in an introductory biology course using master narrative theory and qualitative content analysis. Following relevant activities, students explained the importance of social context in science and the harm of gender essentialism (n=169). Our findings provide a pathway for teaching more biologically accurately and creating a more equitable world for queer students.

Authors

• Aramati Casper, Colorado State University
  Presenting Author

• Kari J. Dockendorff, Colorado State University
  Non-Presenting Author