Department of Biology, University of Central Florida, Orlando, FL 32816.
Department of Biological Sciences, Salisbury University, Salisbury, MD 21801.
CBE Life Sci Educ. 2020 Sep;19(3):es6. doi: 10.1187/cbe.20-04-0062.
Individuals who identify as lesbian, gay, bisexual, transgender, queer, and otherwise nonstraight and/or non-cisgender (LGBTQ+) have often not felt welcome or represented in the biology community. Additionally, biology can present unique challenges for LGBTQ+ students because of the relationship between certain biology topics and their LGBTQ+ identities. Currently, there is no centralized set of guidelines to make biology learning environments more inclusive for LGBTQ+ individuals. Rooted in prior literature and the collective expertise of the authors who identify as members and allies of the LGBTQ+ community, we present a set of actionable recommendations to help biologists, biology educators, and biology education researchers be more inclusive of individuals with LGBTQ+ identities. These recommendations are intended to increase awareness of LGBTQ+ identities and spark conversations about transforming biology learning spaces and the broader academic biology community to become more inclusive of LGBTQ+ individuals.
自称为女同性恋、男同性恋、双性恋、跨性别、酷儿或其他非异性恋和/或非顺性别者（LGBTQ+）的人在生物学界常常感到不受欢迎或不受重视。此外，由于某些生物学主题与他们的 LGBTQ+身份之间的关系，生物学可能会给 LGBTQ+学生带来独特的挑战。目前，没有一套集中的指导方针可以使生物学学习环境对 LGBTQ+个人更具包容性。基于先前的文献和作者的集体专业知识，作者是 LGBTQ+社区的成员和盟友，我们提出了一系列可行的建议，以帮助生物学家、生物学教育者和生物学教育研究人员更好地包容具有 LGBTQ+身份的个人。这些建议旨在提高对 LGBTQ+身份的认识，并引发关于转变生物学学习空间和更广泛的学术生物学界以使其更包容 LGBTQ+个人的对话。
