LGBTQ+教师,古怪的健康科学教室:学生的观点
Jesse D Moreira-Bouchard1, Sophie Godley2, Michele A DeBiasse3
1Department of Health Sciences, Programs in Human Physiology, Sargent College of Health & Rehabilitation Sciences, Boston University, Boston, Massachusetts, United States.
Advances in physiology education
|February 22, 2024
概括
卫生科学中的教师开放性和真实性会对LGBTQ+和非LGBTQ+学生产生积极影响,培养归属感并鼓励课堂参与. 这种包容性对于在STEM领域留住学生至关重要.
科学领域:
- 卫生科学教育健康科学教育
- 在STEM领域的社会科学.
- 高等教育教学的教学.
背景情况:
- 在STEM专业的女同性恋,男同性恋,双性恋,变性恋和酷尔加 (LGBTQ+) 学生面临的学率高于 cisgender,异性恋同龄人.
- 低归属感是导致LGBTQ+ STEM本科生留学问题的重要因素.
- 教师的开放性和真实性被假设是通过创造包容的课堂环境来增强LGBTQ+学生的归属感.
研究的目的:
- 调查教师身份披露和故意包容性努力对健康科学课程中学生归属感的影响.
- 了解学生对安全,包容和参与的看法,在公开LGBTQ+教师的课堂上.
主要方法:
- 在多个健康科学课程中对86名本科生进行了调查.
- 学生们报告了他们对安全,包容和参与的感觉.
- 学生们对教师的开放性和努力创造包容性对话提供了反.
主要成果:
- 绝大多数学生,无论是LGBTQ+还是非LGBTQ+,都表示感到安全,被包容和欢迎.
- 教师的真实性与同行教育的增加和更大的课堂安全感有关.
- 少数LGBTQ+学生表达了不安全感,而一些非LGBTQ+学生认为这是自由主义的偏见.
结论:
- 教师的真实性和故意努力创造包容性环境积极影响学生的归属感在健康科学.
- 包容性的教室促进了学生的参与,同行教育和开放的对话.
- 支持LGBTQ+教师开放,可以改善课堂文化,参与度和学习成果.
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