Gender-inclusive biology teaching is aligned with the position statements of major science education authorities. The relevant excerpts are stated below and the full texts can be accessed by clicking the image.
Equity Guidance from Next Generation Science Standards
The Next Generation Science Standards include an appendix which discusses why and how science teachers must provide equitable learning opportunities for students from diverse backgrounds, including diverse genders. Two pertinent quotes from the appendix are as follows:
“To engage all students in learning the NGSS, it is important to understand the context that influences science learning by diverse student groups.”
“Science teachers need to acquire effective strategies to include all students regardless of racial, ethnic, cultural, linguistic, socioeconomic, and gender backgrounds.”
NABT Position Statement on Equity in Science Education
The National Association of Biology Teaching adopted this position statement in 2003, last revised 2009. The statement supports gender-inclusive biology teaching through two key points:
“We have a fundamental, active, and obligatory role in creating, ensuring, and promoting meaningful education environments that reflect the full spectrum of human dimensions so that diversity, unity, and equity are able to flourish in science education.”
“Diversity contributes to the richness of biological science understanding and ways of knowing, enhances our educational and scientific discourse, [and] places historical, cultural, and philosophical frames of reference in context.”
NSTA Position Statement on Gender Equity in Science Education
In November 2019, The National Science Teaching Association adopted a revised position statement on gender equity in science education. The statement broadens the scope of gender equity from girls vs. boys, to supporting students of any sex, gender identity, gender expression, and sexual orientation.