Sustaining Socially Just and Accurate Life Sciences Teaching for Sex, Gender, and Reproduction?
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| Title: | Sustaining Socially Just and Accurate Life Sciences Teaching for Sex, Gender, and Reproduction? |
|---|---|
| Language: | English |
| Authors: | A. M. Aramati Casper (ORCID |
| Source: | Natural Sciences Education. 2025 54(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2018693 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Biological Sciences, Science Education, Equal Education, Educational Change, Social Change, Language Usage, Social Attitudes, Interdisciplinary Approach, Social Justice, Sex, Gender Issues, Birth, Social Bias, Cultural Influences, LGBTQ People, Sexuality, Classification |
| DOI: | 10.1002/nse2.70020 |
| ISSN: | 2168-8273 2168-8281 |
| Abstract: | For decades experts have called for improving equity in science education regarding sex, gender, and reproduction, with little large-scale change. To identify potential approaches to change, we convened an interdisciplinary group of biologists, education researchers, and gender and science studies scholars. Our conversations revealed a fundamental need to work across multiple scales, including change within life science classes and simultaneously at larger culture and systems scales in the life sciences and society as a whole. We used the multiple-loop learning framework to explore solutions across scales: Single-loop learning is change within existing structures, such as addressing terminology used in teaching; double-loop learning engages with why a problem exists, such as incorporating the history and philosophy of science into life sciences education; triple-loop learning questions underlying assumptions, such as shifting life science's culture and norms to value interdisciplinarity; and quadruple-loop learning involves societal-level changes, such as working across communities and social change. We argue that cultural changes in the values and norms in the life sciences, educational institutions, and society more broadly are essential for lasting transformation. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493768 |
| Database: | ERIC |
| Abstract: | For decades experts have called for improving equity in science education regarding sex, gender, and reproduction, with little large-scale change. To identify potential approaches to change, we convened an interdisciplinary group of biologists, education researchers, and gender and science studies scholars. Our conversations revealed a fundamental need to work across multiple scales, including change within life science classes and simultaneously at larger culture and systems scales in the life sciences and society as a whole. We used the multiple-loop learning framework to explore solutions across scales: Single-loop learning is change within existing structures, such as addressing terminology used in teaching; double-loop learning engages with why a problem exists, such as incorporating the history and philosophy of science into life sciences education; triple-loop learning questions underlying assumptions, such as shifting life science's culture and norms to value interdisciplinarity; and quadruple-loop learning involves societal-level changes, such as working across communities and social change. We argue that cultural changes in the values and norms in the life sciences, educational institutions, and society more broadly are essential for lasting transformation. |
|---|---|
| ISSN: | 2168-8273 2168-8281 |
| DOI: | 10.1002/nse2.70020 |
