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Dunk RDP, Malmquist SJ, Prescott KK, Ewell SN, Henning JA, Ballen CJ. How Do Students Critically Evaluate Outdated Language That Relates to Gender in Biology? CBE LIFE SCIENCES EDUCATION 2024; 23:ar24. [PMID: 38728229 DOI: 10.1187/cbe.23-07-0125] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2024]
Abstract
Cisheteronormative ideologies are infused into every aspect of society, including undergraduate science. We set out to identify the extent to which students can identify cisheteronormative language in biology textbooks by posing several hypothetical textbook questions and asking students to modify them to make the language more accurate (defined as "correct; precise; using language that applies to all people"). First, we confirmed that textbooks commonly use language that conflates or confuses sex and gender. We used this information to design two sample questions that used similar language. We examined what parts of the questions students modified, and the changes they recommended. When asked to modify sample textbook questions, we found the most common terms or words that students identified as inaccurate were related to infant gender identity. The most common modifications that students made were changing gender terms to sex terms. Students' decisions in this exercise differed little across three large biology courses or by exam performance. As the science community strives to promote inclusive classrooms and embrace the complexity of human gender identities, we provide foundational information about students' ability to notice and correct inaccurate language related to sex and gender in biology.
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Affiliation(s)
- Ryan D P Dunk
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Sarah J Malmquist
- Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455
| | - Kristina K Prescott
- Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455
| | - Sharday N Ewell
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | | | - Cissy J Ballen
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
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Priddle T, Crawford T, Power T. The inclusion and representation of LGBTIQ+ content in undergraduate nurse education: A scoping review. NURSE EDUCATION TODAY 2023; 124:105771. [PMID: 36889046 DOI: 10.1016/j.nedt.2023.105771] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Revised: 02/11/2023] [Accepted: 02/26/2023] [Indexed: 06/18/2023]
Abstract
OBJECTIVES The aim of this review was to gain an overview of existing empirical literature examining LGBTIQ+ content in undergraduate nursing curricula. DESIGN An international scoping review was conducted using librarian assisted search strategies. DATA SOURCES The databases CINAHL, SCOPUS and ERIC were searched. A total of 30 studies meeting the eligibility criteria were included in this review. REVIEW METHODS Following a quality appraisal, thematic analysis was conducted to identify six key themes. RESULTS 30 studies spanning 8 countries, across 5 continents were included in this review. 6 themes emerged 1) Level of Knowledge Regarding LGBTIQ+ People and Their Specific Health Needs, 2) Comfort and Preparedness in the Provision of Care to LGBTIQ+ People, 3) Attitudes Toward LGBTIQ+ People, 4) Inclusion of LGBTIQ+ Educational Content, 5) Framing of LGBTIQ+ Educational Content, 6) Pedagogical Strategies to Incorporate LGBTIQ+ Content. CONCLUSIONS Nurse education is dominated by heteronormativity, deficit discourses, stereotypes, binary ideologies and western cultural perspectives. The body of literature surrounding LGBTIQ+ content in nurse education is largely quantitative, insular and contributes to the erasure of unique identities under the LGBTIQ+ umbrella.
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Affiliation(s)
- Tyler Priddle
- Level 8, D18 - Susan Wakil Health Building, The University of Sydney, Gadigal Country, Camperdown, NSW, 2006, Australia.
| | - Tonia Crawford
- Level 8, D18 - Susan Wakil Health Building, The University of Sydney, Gadigal Country, Camperdown, NSW, 2006, Australia.
| | - Tamara Power
- Level 8, D18 - Susan Wakil Health Building, The University of Sydney, Gadigal Country, Camperdown, NSW, 2006, Australia.
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Moore SE, Coleman CL, Hughes TL, Dorsen C, Smith SK, Bower KM, Clochesy JM, Clark K, Sherman ADF. A systematic review of U.S. nursing faculty's knowledge, awareness, inclusion, and perceived importance of sexual and gender minority-related content in nursing curricula. Nurs Outlook 2023; 71:101950. [PMID: 36924597 PMCID: PMC10363215 DOI: 10.1016/j.outlook.2023.101950] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2022] [Revised: 02/17/2023] [Accepted: 02/17/2023] [Indexed: 03/17/2023]
Abstract
BACKGROUND In the US, sexual and gender minority (SGM) individuals continue to experience health inequities, and nursing curricula content and nursing faculty with SGM health expertise in the US remain limited. Addressing health disparities begins with the preparation of future nurses-US nursing faculty must be supported to meet these growing needs. PURPOSE To describe, appraise, and synthesize research from 2000-2020 on US nursing faculty knowledge, awareness, inclusion, and perceived importance of SGM health content. METHODS Following PRISMA 2020 guidelines, we registered a systematic review and appraisal protocol in PROSPERO, and then executed the protocol and synthesized the literature. DISCUSSION We found an empirical evidence base surrounding US nursing faculty and SGM health much more limited than expected. Only four cross-sectional, descriptive empirical articles fit the a priori inclusion criteria. The studies were of moderate quality at best and often relied on unvalidated or older measures. In general, the studies focused on examining characteristics of nursing programs, faculty comfort with content, faculty perceptions of content importance, and hours dedicated to content. CONCLUSION Since the close of the review, new commentaries and editorials expanding the call for change in the US were published-the time for commentary has passed. It remains unclear whether US nursing faculty are adequately prepared to educate future nurses about SGM health issues-and an unprepared healthcare workforce is yet another barrier to SGM health equity. The evidence base supporting US nursing faculty development desperately needs more studies using rigorous methodologies.
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Affiliation(s)
- Scott Emory Moore
- Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, OH.
| | | | | | | | - Sheila K Smith
- School of Nursing, University of Minnesota, Minneapolis, MN
| | - Kelly M Bower
- Johns Hopkins University, School of Nursing, Baltimore, MD
| | - John M Clochesy
- School of Nursing and Health Studies, University of Miami, Coral Gables, FL
| | - Kristen Clark
- College of Health and Human Services, University of New Hampshire, The University of New Hampshire, Durham, NH
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Saini S, MacDonald J, Clunie M, Slark J, Prebble K, Paton N, Hodgson K, Anderson NE. Embedding LGBTQI+ competency into nursing education: Formative evaluation of an interdisciplinary project. NURSE EDUCATION TODAY 2022; 119:105546. [PMID: 36155208 DOI: 10.1016/j.nedt.2022.105546] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Revised: 08/03/2022] [Accepted: 09/08/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND In order to avoid perpetuating inequities faced by lesbian, gay, bisexual, transgender, queer, intersex, and other minority (LGBTQI+) communities, future nurses need to recognize and resist discriminatory, oppressive, heteronormative and cisnormative health and social systems. OBJECTIVES To share the development, embedding, and formative evaluation of an interdisciplinary project to improve LGBTQI+ health content across an undergraduate nursing curriculum. METHODS This paper describes a collaborative interdisciplinary project to embed LGBTQI+ health content across a 3-year undergraduate nursing degree. An anonymous cross-sectional online survey was sent to 87 student nurses enrolled in the final semester of their undergraduate degree. The survey included six Likert scale-type questions and five open-ended questions. Qualitative data were analyzed by inductive, reflexive thematic analysis. RESULTS Most students rated the topic relevant 'extremely' relevant (77 %) to nursing. Students' self-reported comfort discussing LGBTQI+ health in class varied from 'extremely' (42 %) through to 'not at all' (6 %). Thematic analysis of student responses to open-ended questions identified five themes: (1) Becoming aware of LGBTQI+ diversity; (2) Personal values and beliefs; (3) Learning in order to improve clinical encounters; (4) Inconsistency and a lack of incorporation across the curriculum; and (5) (Dis)comfort in the learning environment. CONCLUSIONS Opportunities to better embed LGBTQI+ competency included clear acknowledgement of wider systems of power and oppression, integration and consistent modeling by nursing faculty, and linkage of content to other equity issues to address the intersectional nature of inequities.
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Affiliation(s)
- Simran Saini
- Faculty of Medical & Health Sciences, University of Auckland, Private Bag 92019, Auckland 1142, New Zealand
| | - Joey MacDonald
- Te Ngākau Kahukura, c/o AraTaiohi PO Box 6886, Marion Square, Wellington 6141, New Zealand
| | - Moira Clunie
- Te Ngākau Kahukura, c/o AraTaiohi PO Box 6886, Marion Square, Wellington 6141, New Zealand
| | - Julia Slark
- Faculty of Medical & Health Sciences, University of Auckland, Private Bag 92019, Auckland 1142, New Zealand
| | - Kate Prebble
- Faculty of Medical & Health Sciences, University of Auckland, Private Bag 92019, Auckland 1142, New Zealand
| | - Nicola Paton
- Faculty of Medical & Health Sciences, University of Auckland, Private Bag 92019, Auckland 1142, New Zealand
| | - Kylie Hodgson
- Faculty of Medical & Health Sciences, University of Auckland, Private Bag 92019, Auckland 1142, New Zealand
| | - Natalie E Anderson
- Faculty of Medical & Health Sciences, University of Auckland, Private Bag 92019, Auckland 1142, New Zealand; Adult Emergency Department, Auckland City Hospital, Private Bag 92024, Auckland Mail Centre, Auckland 1142, New Zealand.
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Casper AMA, Rebolledo N, Lane AK, Jude L, Eddy SL. "It's completely erasure": A Qualitative Exploration of Experiences of Transgender, Nonbinary, Gender Nonconforming, and Questioning Students in Biology Courses. CBE LIFE SCIENCES EDUCATION 2022; 21:ar69. [PMID: 36112619 PMCID: PMC9727607 DOI: 10.1187/cbe.21-12-0343] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
Biology is the study of the diversity of life, which includes diversity in sex, gender, and sexual, romantic, and related orientations. However, a small body of literature suggests that undergraduate biology courses focus on only a narrow representation of this diversity (binary sexes, heterosexual orientations, etc.). In this study, we interviewed students with queer genders to understand the messages about sex, gender, and orientation they encountered in biology and the impact of these messages on them. We found five overarching themes in these interviews. Students described two narratives about sex, gender, and orientation in their biology classes that made biology implicitly exclusionary. These narratives harmed students by impacting their sense of belonging, career preparation, and interest in biology content. However, students employed a range of resilience strategies to resist these harms. Finally, students described the currently unrealized potential for biology and biology courses to validate queer identities by representing the diversity in sex and orientation in biology. We provide teaching suggestions derived from student interviews for making biology more queer-inclusive.
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Affiliation(s)
- A. M. Aramati Casper
- Department of Biology, Department of Civil and Environmental Engineering & Graduate Degree Program in Ecology, Colorado State University, Fort Collins, CO 80523-1372
| | - Nico Rebolledo
- Department of Biological Sciences, Florida International University, Miami, FL 33199
| | - A. Kelly Lane
- Biology Teaching and Learning, Minneapolis, MN 55455
| | | | - Sarah L. Eddy
- Department of Biological Sciences, Florida International University, Miami, FL 33199
- *Address correspondence to: Sarah L. Eddy ()
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Nye CM, Canales MK, Somayaji D. Exposing othering in nursing education praxis. Nurs Inq 2022:e12539. [DOI: 10.1111/nin.12539] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2022] [Revised: 10/27/2022] [Accepted: 10/30/2022] [Indexed: 11/16/2022]
Affiliation(s)
- Caitlin M. Nye
- School of Nursing SUNY University at Buffalo Buffalo New York USA
| | - Mary K. Canales
- College of Nursing & Health Sciences University of Wisconsin Eau Claire Wisconsin USA
| | - Darryl Somayaji
- School of Nursing SUNY University at Buffalo Buffalo New York USA
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Nye CM. Who Is Your "We"?: Diversity, Equity, and Inclusion and Newly Licensed Nurses. J Nurses Prof Dev 2022; 38:363-366. [PMID: 36306488 DOI: 10.1097/nnd.0000000000000938] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Affiliation(s)
- Caitlin M Nye
- Caitlin M. Nye, MSN, RN, NPD-BC, CHSE, is a Clinical Assistant Professor, Upstate Medical University College of Nursing, Syracuse, New York
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López-Orozco CF, López-Caudana EO, Ponce P. A systematic mapping literature review of education around sexual and gender diversities. FRONTIERS IN SOCIOLOGY 2022; 7:946683. [PMID: 36081574 PMCID: PMC9445552 DOI: 10.3389/fsoc.2022.946683] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/19/2022] [Accepted: 07/22/2022] [Indexed: 06/15/2023]
Abstract
Education around sexual and gender identities is highly important to understand diversity and prevent discrimination, violence, and even murder. Nevertheless, educational institutions around the world are lacking a curriculum that explicitly includes diversity and acknowledges the LGBTQ+ community, a minority that over the years has been facing consequences from this exclusion. This study presents a detailed description of the process applied to analyze the studies using a systematic mapping literature review, as well as the positive results found from those educational institutions that started their path to inclusion around sexual and gender diversities through their curricula. The research questions targeted in this work are: What is being taught in educational institutions regarding sexual and gender diversities? What are the approaches used inside the classrooms to teach sexual and gender diversities? Which students are receiving education regarding sexual and gender diversities? Is there a technological approach and/or tool used to teach sexual and gender diversities? After applying the filtering processes, 69 studies were selected from five different online libraries: ACM, DOAJ, Lens.org, SCOPUS, and SpringerLink. The conclusions made from the findings of this review are that those studies that do tackle concerns around the topic have proven to benefit the LGBTQ+ community, the education around sexual and gender diversities predominates within the healthcare field, there are a lack of studies around this topic in Latin American countries, and technological tools are minimally used during the teaching processes.
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Affiliation(s)
| | | | - Pedro Ponce
- School of Engineering and Sciences, Tecnologico de Monterrey, Mexico City, Mexico
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