An Analysis of Sex and Gender Terminology in High School Biology Textbooks Through the Lens of Neurogenetic Essentialism

• In Event: Equity for ALL Students and Teachers in the Science Classroom

Abstract

This study analyzes commonly used high school biology textbooks through the lens of neurogenetic essentialism. Results revealed that sex and/or gender terminology was most often associated with genetic or morphological traits which were portrayed as uniform among members of a sex/gender group. Within-group differences were portrayed as typological rather than continuous. Trait differences between groups were described more often than similarities. Similarities and differences between groups were primarily explained through internal factors. These results suggest that students receive repeated messages implying that there is overwhelming uniformity within gender categories, that men and women are biologically discrete categories, and that genes are the primary cause of observed differences between them. Such messages may lead to increased beliefs in neurogenetic essentialism.

Authors

• Brian Matthew Donovan, BSCS Science Learning

• Catherine C. Riegle-Crumb, The University of Texas

• Andrei Cimpian

• Molly A.M. Stuhlsatz, BSCS Science Learning