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How Do Students Critically Evaluate Outdated Language That Relates to Gender in Biology?

Ryan D P Dunk1, Sarah J Malmquist2, Kristina K Prescott2

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Summary
This summary is machine-generated.

Undergraduate biology students struggle to identify and correct cisheteronormative language in textbooks, particularly concerning infant gender identity. Most students changed gender terms to sex terms when revising inaccurate textbook examples.

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Area of Science:

  • Biology Education
  • Sociology of Science
  • Gender Studies

Background:

  • Cisheteronormative ideologies permeate societal structures, including undergraduate science education.
  • Existing biology textbooks often conflate or confuse biological sex and gender identity.
  • Promoting inclusive classrooms requires addressing and correcting inaccurate language related to sex and gender.

Purpose of the Study:

  • To assess undergraduate students' ability to identify cisheteronormative language in biology textbooks.
  • To determine the extent to which students can modify inaccurate language to be more precise and inclusive.
  • To provide foundational data on student awareness of sex and gender terminology in science.

Main Methods:

  • Students were presented with hypothetical biology textbook questions containing conflated sex and gender language.
  • Participants were asked to modify the questions to improve accuracy and inclusivity.
  • Analysis focused on the specific terms students identified as inaccurate and the modifications they proposed.

Main Results:

  • The most frequently identified inaccurate terms related to infant gender identity.
  • The predominant modification involved changing gender-related terms to sex-related terms.
  • Student performance in identifying and correcting language showed minimal variation across different biology courses and academic performance levels.

Conclusions:

  • Undergraduate students demonstrate a limited capacity to identify and correct cisheteronormative language in biology textbooks.
  • Current pedagogical approaches may not adequately equip students to deconstruct sex and gender conflation in scientific texts.
  • Further research and curriculum development are needed to foster a more nuanced understanding of gender identity within science education.