Experiences of sex and gender inclusivity in science classrooms

Abstract

The growing LGBTQIA+ community continues to face stigma in everyday life, as well as in the university context. Further, tertiary science education involves discussions on identity and biological sex that often employ language that can marginalise transgender and gender non-conforming (TGNC) individuals. Despite this, there are limited prior studies that have delved into the experiences of students and educators regarding inclusive language and practices in science classrooms.

This study assessed the comfort levels of different identity groups in the classroom, and identified inclusive and exclusionary teaching approaches. The mixed-methods approach utilised an online voluntary survey of students and staff in science education at an Australian University. Reflexive thematic analysis of open responses (n=108) alongside statistical analysis of demographic and Likert-scale responses (n=109), revealed TGNC individuals (24.8% of respondents) reported more frequently feeling unsafe or excluded by their peers and teaching staff in class, compared to gender conforming individuals. Predominant qualitative themes and narratives included the persistence of cis-normativity, the harm of cis-normative language and practices, and the fostering of safety through inclusive language and practices in science education (Figure 1). We will discuss recommendations for inclusive teaching practices, to help foster students' feelings of inclusion.

Figure 1. Qualitative themes and the identity groups that affirmed them