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

合作研究：对本科生物学中的性/性别叙事及其对跨性别、非二元和性别不合格学生的影响进行定性调查

• 批准号: 2201810
• 负责人: Aramati Casper
• 金额: $ 31.3万
• 依托单位: Colorado State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2201810&HistoricalAwards=false
• 关键词: Collaborative; Research; qualitative; inquiry; into

This project examines how a more accurate curriculum about the diversity of sexes found across species, the role of the environment in sex determination, and the complex relationship between sex and gender can create a more inclusive environment for transgender, non-binary, and gender non-conforming (TNG) students in undergraduate biology courses. Research indicates that rather than emphasizing the diversity of strategies and experiences that organisms have around sex, gender, and orientation, biology courses often inaccurately categorize sex and gender as binary. The oversimplification of sex and gender into binary categories can make biology classrooms particularly challenging for TNG students. Early data suggest that how sex and gender topics are represented in the biology curriculum impacts TNG students’ sense of belonging and interest in biology. Understanding TNG students’ experiences with biology content will support the design of interventions and curriculum inclusive of both TNG and intersex students. This project will also help all biology students develop inclusive and scientifically accurate understandings of sex and gender. Finally, this work will positively impact the career competencies of all biology majors who will need skills and knowledge to work with diverse patients, stakeholders, and teams. Guided by master narrative theory, the goals of this project are to: 1) explore how sex and gender are currently represented in the undergraduate biology content, 2) describe the impact this content has on classroom climate and belonging for TNG students, and 3) characterize the current efforts of biology instructors to create a more inclusive climate for TNG students. Master narrative theory deciphers how messages in the cultural environment become internalized and impact the development of personal identity. The sample will include TNG students with diverse racial/ethnic and social identities along with biology instructors recruited from a variety of institutions. Data collected will include participant interviews (recorded and transcribed), participant baseline demographic surveys, course observations (e.g., video recordings), and course artifacts (e.g., lesson plan, assessment questions). Feminist phenomenology, qualitative content analysis, and document analysis will be used to analyze the data. The anticipated outcomes of this project include (a) identifying aspects of biology content that could influence the sense of belonging of TNG students and impact the career competency of all biology majors, (b) describing factors that can help or hinder instructors as they try to create more inclusive and accurate biology curricula related to sex and gender, and (c) creating professional development materials to support instructors who design lessons around biology topics related to sex and gender. This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目探讨了关于跨物种性别多样性、环境在性别决定中的作用以及性别与性别之间复杂关系的更准确的课程如何为跨性别者、非二元性别者和非性别者创造一个更具包容性的环境。研究表明，生物学课程并没有强调生物体在性别、性别和取向方面的策略和经验的多样性，而是经常错误地将性别和性别归类为二元。性别分为二元类别早期数据表明，生物课程中性别和性别主题的呈现方式会影响 TNG 学生的归属感和对生物学的兴趣，了解 TNG 学生对生物内容的体验将有助于设计课程。该项目还将帮助所有生物学学生对性和性别产生包容性和科学准确的理解。最后，这项工作将对所有需要技能和知识的生物学专业学生的职业能力产生积极影响。与不同的患者一起工作，在大师叙事理论的指导下，该项目的目标是：1）探索性别和性别目前在本科生物内容中的表现方式，2）描述该内容对课堂氛围和 TNG 归属感的影响。学生，以及 3) 描述生物教师目前为 TNG 学生创造更具包容性的氛围所做的努力。 大师叙事理论解释了文化环境中的信息如何内化并影响个人身份的发展。样本将包括具有多样化的 TNG 学生。种族/民族和社会收集的数据包括参与者访谈（记录和转录）、参与者基线人口统计调查、课程观察（例如视频记录）和课程工件（例如课程计划、评估问题）。该项目的预期成果包括 (a) 确定生物学内容中可能影响 TNG 学生归属感和职业生涯的方面。所有生物学专业学生的能力，(b) 描述在教师尝试创建与性和性别相关的更具包容性和准确的生物学课程时可以帮助或阻碍教师的因素，以及 (c) 创建专业发展材料以支持围绕生物学设计课程的教师该项目得到了 NSF 的 EHR 核心研究 (ECR) 项目的支持，该项目强调基础 STEM 教育研究，在关键领域进行投资。持久性：STEM 学习和 STEM 学习环境、扩大对 STEM 的参与以及 STEM 劳动力发展。该计划支持积累强有力的证据，为理解、建立理论来解释以及建议干预和创新来解决持久性问题提供信息。该奖项由 NSF 颁发。法定使命，并通过使用基金会的智力优点和更广泛的影响审查标准进行评估，被认为值得支持。