规范性语言和消除跨*和性别queer学生在生物学教育研究中的代表性
Kaitlyn Coburn1, Kris Troy2,3, Carly A Busch4
1Department of Biology, Tufts University, Medford, MA 02155.
CBE life sciences education
|December 20, 2024
概括
生物学教育研究往往不包括跨性别和性别queer学生,延续cisnormative叙述. 研究经常将性别和性别混为一谈,未能承认局限性,阻碍STEM教育中的公平.
科学领域:
- 生物学教育研究 生物学教育研究
- 在STEM股权股权.
- 性别研究是性别研究.
背景情况:
- 跨性别和性别queer (TGQ) 学生保留对于本科STEM教育的公平性至关重要.
- 当前的STEM研究往往通过排除或歪曲TGQ身份来延续cisnormative叙述.
- 需要了解生物学教育研究中性别和性别数据是如何处理的.
研究的目的:
- 描述生物教育研究中的性别和性别数据的收集,分析和描述.
- 确定跨*和性别queer学生在研究中被包括或排除在哪些程度.
- 评估在时间上的 cisnormative 语言和方法的使用情况.
主要方法:
- 从2018年到2022年,CBE-Life Science Education发表的328项原始研究研究的系统审查和编码.
- 对性别和性别如何被定义,分类和报告的分析.
- 检查跨性别和性别queer个人的包容性,并承认局限性.
主要成果:
- 研究经常将性别和性别混为一谈,经常使用二进制性别术语作为性别选择.
- 只有8%的研究 (27/328) 在他们的分析中包括了跨性别和性别queer学生.
- 仅有7.6%的研究不包括TGQ学生承认这是一个限制.
- 在5年期间,没有观察到远离 cisnormative 语言的显著时间趋势 (OR = 1.0,p = 0.93).
结论:
- 生物教育研究主要使用非规范性语言和方法.
- 在这项研究中,跨性别和性别queer个体的代表性和包容性显著缺乏.
- 研究人员必须批判性地评估和改进性别数据的概念化和调查,以促进平等.
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