History
The Framework first appeared in Sam’s article: Growing a Gender-Inclusive Biology Curriculum: A Framework and Reflections for Secondary Science Teachers (Issue 2 - Fall 2019) in The Assembly, a journal for public scholarship on education hosted at the University of Colorado - Boulder.
It has evolved into a guiding set of principles for teachers reflecting on ways to expand their curriculum for more inclusion. The five principles below present guiding details for your own thinking. Please contact us for more materials if you want to discuss with your own department or school.
Authenticity
Embed gender inclusion in curriculum.
Reflect on our own knowledge & comfort level with the topic.
Align lessons with our own developing understanding of gender and sex diversity.
Use empirical scientific research to inform content, not political agendas.
Encourage students to question their assumptions & explain in different ways.
Continuity
Gender inclusion is a recurring part of the curriculum, not a one-time lesson, an extension, or a reaction to an interaction
Themes of gender inclusion are consistent from lesson to lesson
Begin units with a diversity lens, rather than oversimplifying and reworking details later.
Consistently include gender, where applicable, as one of the themes/lenses for analysis.
Refrain from highlighting or tokenizing gender as a one-time lesson, extension, or reaction to behavior. No “very special” lessons.
Students are taught a more complex truth rather than an oversimplified “rule” with “exceptions”.
Affirmation
Students learn about the naturally-occurring diversity of gender and sexuality in human and nonhuman species
Units are framed with diversity first, rather than oversimplifying and filling in more details later
Celebrate diversity as a valuable asset for surviving and thriving in societies and among scientists.
Examples:
Biodiversity and Evolution - Provide examples of reproductive strategies that break the norms often presented by textbooks and documentaries.
Genetics and Inheritance - Language about parenting, family formation, and sexual anatomy and mechanisms can be built to be more universal. Including a variety of examples from nature can be a helpful framework for expanding what is “normal” from a biological lens.
Anti-Oppression
Lessons highlight and challenge oppression in current and historical science practices
Students ask about what voices are present and absent in the conversation.
Teachers are aware of their own identity and privileges.
Practice using science explanations and data to analyze & challenge the status quo.
Invite discussions about what voices are present and absent in scientific inquiry and explanation.
Examine how science has been used as a tool to fight oppression.
Give students opportunities to fight back against oppression or change the historical narrative.
Example
Feature diverse scientists - Learning about scientists from a variety of backgrounds is a way to demonstrate that who does science affects what science does. It is important to talk about underrepresentation with students and how to fight back against common causes.
Skeletal development - Many biological characteristics are sex-linked based on hormonal influence. Skeletal remains are often misidentified as a specific sex because of oversimplifications made about their development across individuals and groups. Intersex, transgender, and gender non-conforming individuals are now being readily identified due to genetic testing and the rejection of cissexism and heteronormativity in anthropology.
Student Agency
Students give input and feedback about lessons, language, and classroom culture
Teachers ask students what they want to learn more about
Students make their own choices for research projects and case studies
Continuity
What impression(s) might the teacher leave on students? On transgender and intersex students?
What are some ways we could improve the situation? Beforehand? Afterwards?
How can the teacher provide continuity? What are some other lessons where he could return to previously discussed principles of gender and sex?
Affirmation
What assumptions about sex, gender, and biology are implicitly stated here?
What groups are harmed by these assumptions?
What students, in particular, would be helped by an addition or expansion of these concepts?
What else could be included to create a fuller picture of the diversity of life in general?
Anti-Oppression
What messages are reinforced by the language and design choices?
What students, in particular, would be helped by this image?
How can we give students the skills to recognize and call out oppressive language, themes, and imagery?
Student Agency
How do I leverage student feedback in their classroom practices? Does it make a difference?
How can gender-inclusive practices and/or anti-oppressive practices encourage student motivation and interest?
Marginalized people are often expected by those in the dominant group to speak for their communities. How can we support all students in having equitable conversations about diversity?
