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: 2201809
• 负责人: Amanda Lane
• 金额: $ 38.76万
• 依托单位: University of Minnesota-Twin Cities
• 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=2201809&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.

本项目探讨了一个更准确的关于跨物种性别多样性的课程，环境在性别决定中的作用，以及性别和性别之间的复杂关系，如何为跨性别、非二元和性别不一致（TNG）的本科生物学学生创造一个更具包容性的环境。研究表明，生物学课程往往不准确地将性和性别二元分类，而不是强调生物在性、社会性别和性取向方面的策略和经验的多样性。将性别和社会性别过于简化为二元分类，使得生物学课堂对TNG学生来说尤其具有挑战性。早期的数据表明，如何在生物学课程中表现性和性别主题会影响TNG学生对生物学的归属感和兴趣。了解TNG学生对生物学内容的体验将有助于设计包括TNG学生和双性学生在内的干预措施和课程。该项目还将帮助所有生物学学生发展对性和性别的包容和科学准确的理解。最后，这项工作将积极影响所有生物学专业学生的职业能力，他们将需要技能和知识来与不同的患者，利益相关者和团队合作。在主叙事理论的指导下，本项目的目标是：1)探索目前性别和社会性别在本科生物学内容中的表现方式；2)描述这些内容对TNG学生的课堂气氛和归属感的影响；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。主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。样本将包括具有不同种族/民族和社会身份的TNG学生，以及从各种机构招募的生物讲师。收集的数据将包括参与者访谈（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）。将使用女性主义现象学、定性内容分析和文献分析来分析数据。本项目的预期成果包括(a)确定可能影响TNG学生归属感和影响所有生物学专业学生职业能力的生物学内容方面，(b)描述在教师试图创建更具包容性和准确性的与性和性别相关的生物学课程时可能帮助或阻碍教师的因素。(c)创建专业发展材料，以支持教师围绕与性和性别相关的生物学主题设计课程。本项目由美国国家科学基金会EHR核心研究（ECR）项目支持。ECR项目强调在该领域产生基础知识的基础STEM教育研究。投资在至关重要、广泛和持久的关键领域：STEM学习和STEM学习环境，扩大STEM参与，以及STEM劳动力发展。该项目支持积累有力的证据，为理解、建立理论解释、提出干预和创新建议提供依据。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。