“It's been a Process”: A Multiple Case Study of Biology Instructor Efforts to Reform their Sex and Gender Curriculum to be More Inclusive of Students with Queer Genders and Intersex Students

Emily P. Driessen; Keenan E. Walker; Tess Hallman; Aramati Casper; Sarah L. Eddy; Joel R. Schneider; A. Kelly Lane

“It's been a Process”: A Multiple Case Study of Biology Instructor Efforts to Reform their Sex and Gender Curriculum to be More Inclusive of Students with Queer Genders and Intersex Students

Emily P. Driessen, Keenan E. Walker, Tess Hallman, Aramati Casper, Sarah L. Eddy, Joel R. Schneider, A. Kelly Lane

Research output: Contribution to journal › Article › peer-review

Abstract

We interviewed four undergraduate biology instructors who reformed their curriculum to include queer gender and intersex inclusive strategies. We found that instructors focused on changing language, often removing sexed or gendered language, and used a variety of inclusive activities in their undergraduate biology classroom.

Original language	English (US)
Article number	ar51
Journal	CBE Life Sciences Education
Volume	23
Issue number	4
State	Published - Dec 1 2024

Bibliographical note

Publisher Copyright:
© 2024 E. P. Driessen et al.

PubMed: MeSH publication types

Journal Article

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Find It

Find It at U of M Libraries

Cite this

“It's been a Process”: A Multiple Case Study of Biology Instructor Efforts to Reform their Sex and Gender Curriculum to be More Inclusive of Students with Queer Genders and Intersex Students. / Driessen, Emily P.; Walker, Keenan E.; Hallman, Tess et al.
In: CBE Life Sciences Education, Vol. 23, No. 4, ar51, 01.12.2024.

Research output: Contribution to journal › Article › peer-review

@article{a2b5cebbc40b4eb7aea23475357292be,

title = "“It's been a Process”: A Multiple Case Study of Biology Instructor Efforts to Reform their Sex and Gender Curriculum to be More Inclusive of Students with Queer Genders and Intersex Students",

abstract = "We interviewed four undergraduate biology instructors who reformed their curriculum to include queer gender and intersex inclusive strategies. We found that instructors focused on changing language, often removing sexed or gendered language, and used a variety of inclusive activities in their undergraduate biology classroom.",

author = "Driessen, {Emily P.} and Walker, {Keenan E.} and Tess Hallman and Aramati Casper and Eddy, {Sarah L.} and Schneider, {Joel R.} and Lane, {A. Kelly}",

note = "Publisher Copyright: {\textcopyright} 2024 E. P. Driessen et al.",

year = "2024",

month = dec,

day = "1",

language = "English (US)",

volume = "23",

journal = "CBE Life Sciences Education",

issn = "1931-7913",

publisher = "American Society for Cell Biology",

number = "4",

}

TY - JOUR

T1 - “It's been a Process”: A Multiple Case Study of Biology Instructor Efforts to Reform their Sex and Gender Curriculum to be More Inclusive of Students with Queer Genders and Intersex Students

AU - Driessen, Emily P.

AU - Walker, Keenan E.

AU - Hallman, Tess

AU - Casper, Aramati

AU - Eddy, Sarah L.

AU - Schneider, Joel R.

AU - Lane, A. Kelly

PY - 2024/12/1

Y1 - 2024/12/1

N2 - We interviewed four undergraduate biology instructors who reformed their curriculum to include queer gender and intersex inclusive strategies. We found that instructors focused on changing language, often removing sexed or gendered language, and used a variety of inclusive activities in their undergraduate biology classroom.

AB - We interviewed four undergraduate biology instructors who reformed their curriculum to include queer gender and intersex inclusive strategies. We found that instructors focused on changing language, often removing sexed or gendered language, and used a variety of inclusive activities in their undergraduate biology classroom.

UR - http://dx.doi.org/10.1187/cbe.24-01-0035

M3 - Article

C2 - 39423039

SN - 1931-7913

VL - 23

JO - CBE Life Sciences Education

JF - CBE Life Sciences Education

IS - 4

M1 - ar51

ER -

“It's been a Process”: A Multiple Case Study of Biology Instructor Efforts to Reform their Sex and Gender Curriculum to be More Inclusive of Students with Queer Genders and Intersex Students

Abstract

Bibliographical note

PubMed: MeSH publication types

UN SDGs

Find It

Other files and links

Fingerprint

Collaborative Research:: A qualitative inquiry into sex/gender narratives in undergraduate biology and their impacts on transgender, non-binary, and gender non-conforming students

Cite this

“It's been a Process”: A Multiple Case Study of Biology Instructor Efforts to Reform their Sex and Gender Curriculum to be More Inclusive of Students with Queer Genders and Intersex Students

Abstract

Bibliographical note

PubMed: MeSH publication types

UN SDGs

Find It

Other files and links

Fingerprint

Projects

Collaborative Research:: A qualitative inquiry into sex/gender narratives in undergraduate biology and their impacts on transgender, non-binary, and gender non-conforming students

Cite this