Misconceptions about Conception and Other Fallacies: Historical Bias in Reproductive Biology

LGBTQIA+ invisibility in nursing anatomy/physiology textbooks

Members of the LGBTQIA+ experience health disparities that are compounded by providers that lack cultural competence, i.e., the skills, attitudes, and knowledge to offer culturally sensitive care. Educational efforts focus on increasing LGBTQIA+ representation across undergraduate nursing curricula and the recruitment and retention of members of this community into nursing programs. However, the ways that classroom materials represent LGBTQIA+ people can perpetuate social norms rather than accurate scientific understandings, thus limiting students' development of cultural competence while also driving LGBTQIA+ students from nursing. This study performs a content analysis for LGBTQIA+ inclusion in four widely adopted undergraduate nursing anatomy/physiology textbooks. We identify specific social beliefs that exclude LGBTQIA+ people and compare the different ways these manifested in each of the four textbooks. We argue that the way these books represent LGBTQIA+ people violate the fundamental ethical principles of nursing. Based on our findings, we challenge educators to consider the impact that language, images, and other classroom materials have on LGBTQIA+ students and all students' ability to develop cultural competence.

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

The rapid shift to online teaching in spring 2020 meant most of us were teaching in panic mode. As we move forward with course planning for fall and beyond, we can invest more time and energy into improving the online experience for our students. We advocate that instructors use inclusive teaching practices, specifically through active learning, in their online classes. Incorporating pedagogical practices that work to maximize active and inclusive teaching concepts will be beneficial for all students, and especially those from minoritized or underserved groups. Like many STEM fields, Ecology and Evolution shows achievement gaps and faces a leaky pipeline issue for students from groups traditionally underserved in science. Making online classes both active and inclusive will aid student learning and will also help students feel more connected to their learning, their peers, and their campus. This approach will likely help with performance, retention, and persistence of students. In this paper, we offer broadly applicable strategies and techniques that weave together active and inclusive teaching practices. We challenge instructors to commit to making small changes as a first step to more inclusive teaching in ecology and evolutionary biology courses.

Introduction to “Reproduction: The Female Perspective from an Integrative and Comparative Framework”

This compendium is from a symposium about reproductive biology from the female perspective, but what do we mean by the female perspective? Most obviously, since all of our speakers, and most of our contributors, are female, one meaning is that the female perspective is the view of female scientists. Our diverse contributors are from a spectrum of academic ranks (post-docs to chaired professors) and study a range of animal taxa from insects to mammals. More importantly, we want to examine reproductive biology from the perspective of female organisms themselves. What happens when we examine social behavior, physiology, or ecology strictly from the viewpoint of females? In many cases, the female-centric perspective will alter our prior interpretations. For example, with deoxyribonucleic acid fingerprinting, differences between genetic and behavioral mating-systems became obvious. The scientific community came to realize that assessing parentage is the definitive way to categorize mating systems since using male-mating strategies resulted in flawed conclusions; in fact, the female selection of which sperm is involved in conception is more important in determining parentage than mating events per se. Perhaps parentage systems rather than mating systems would be more appropriate. This difference in interpretation relative to methodology exemplifies how behavioral ecology might change if we examine systems from the female perspective; similar changes may occur for other fields. Another example comes from studies of whole-organism performance. Here, jumping, running, and swimming have been measured in males, usually with the deliberate removal of females and the major facet of female physiology, that is, reproduction. However, female biology may actually set the limits of performance given the need to carry extra weight and the extensive changes in body shape required for reproduction. Female performance is a valuable area for research. In fact, novel insights into metabolic ceilings arose from examining energetics, including metabolic rates, during lactation. In the symposium and the associated papers, our contributors explored the various ways in which a female-focused framework shifts our research conclusions and programs. As a way forward, we also include a table of sex-neutral terminology to replace terms that are currently androcentric or value-laden.