“Don’t Pretend We Don’t Exist” - Experiences of Sex and Gender Inclusivity in Science Classrooms

As visibility and self-identification among LGBTQIA+ individuals continue to rise in many countries, so does the societal need to consider this community in traditionally heteronormative spaces. Higher education science classrooms are often enforcing rigid binaries and featuring language that marginalizes transgender and gender non-conforming (TGNC) individuals. This can result in TGNC individuals lacking a connection to their science identity, and ultimately leaving science altogether. Despite this, research delving into the experiences and comfort levels of science students and educators especially regarding inclusive language and practices in classrooms is limited. This case study assessed the comfort levels of different sexual orientation and gender identity groups in the classroom, and identified inclusive and exclusionary practices, such as the use of pronouns, that could influence an individual’s science identity. Employing a mixed-methods design, we surveyed students and staff in science at an Australian University. Reflexive thematic analysis of open responses ( n = 108) alongside statistical analysis of quantitative responses ( n = 109), revealed TGNC individuals (28% of student respondents) reported more frequently feeling unsafe or excluded by their peers and teaching staff in class, compared to gender-conforming individuals. Predominant qualitative themes and narratives included the persistence of cis-normativity (the societal assumption that everyone identifies with the sex they were assigned at birth, and this is the norm), the harm of cis-normative language and practices, and the fostering of safety through inclusive language and practices in science classes. We discuss recommendations for inclusive pedagogical practices, which have broad applicability to foster students’ feelings of inclusion in any classroom.