CBE Life Sciences Education, volume 24, issue 1

Cisnormative Language and Erasure of Trans* and Genderqueer Student Representation in Biology Education Research

Kaitlyn Coburn 1
Kris Troy 2, 3
Carly A. Busch 4
Naomi Barber-Choi 5
Kevin M. Bonney 6
Brock Couch 7
Marcos E. García-Ojeda 3
Rachel Hutto 8
Lauryn Famble 5
Matt Flagg 9
Tracy Gladding 10
Anna Kowalkowski 11
Carlos Landaverde 5
Stanley M Lo 9, 12
Kimberly MacLeod 10
Blessed Mbogo 10
Taya Misheva 13
Andy Trinh 9
Rebecca Vides 10
Erik Wieboldt 9, 14
Cara Gormally 10
Jeffrey Maloy 5
Show full list: 22 authors
2
 
Department of Molecular and Cell Biology, University of California, Santa Barbara, Santa Barbara, CA 93106
3
 
Department of Molecular and Cell Biology, University of California, Merced, Merced, CA 95343
5
 
Department of Molecular Cell and Developmental Biology, University of California, Los Angeles, Los Angeles, CA 90095
8
 
Department of Life Sciences, Bellevue College, Bellevue, WA, 98007
9
 
Department of Cell and Developmental Biology, School of Biological Sciences, University of California, San Diego, San Diego, CA 92093
10
 
School of Science, Technology, Accessibility, Mathematics and Public Health, Gallaudet University, Washington, DC 20002
11
 
Biology Core Curriculum, University of Wisconsin-Madison, Madison, WI 53706
12
 
Joint Doctoral Program in Mathematics and Science Education and Research Ethics Program, University of California, La Jolla, CA 92093
14
 
Critical Gender Studies Program, University of California, San Diego, San Diego, CA 92093
Publication typeJournal Article
Publication date2025-03-01
scimago Q1
SJR1.318
CiteScore6.5
Impact factor4.6
ISSN19317913
Abstract

This study characterizes how sex and gender data have been collected, analyzed, and described in papers published in CBE-LSE over a five year period. Findings demonstrate the prevalence of cisnormative language and methodologies in biology education research. Suggestions are given for being more inclusive of trans* identities in future work.

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