How Instructors Can Make Their Active Learning Classrooms More Inclusive to Members of the LGBTQIA Community

Today's Blog is presented by Katelyn Cooper. Katey is a PhD student in Sara Brownell's Biology Education Research lab studying ways to promote equity in undergraduate biology education.  Specifically she is interested in how different social identities impact student experiences in biology.  Katey is also an Academic Success Coordinator in the School of Life Sciences.

Students who identify as lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) face unique challenges in active learning classrooms. Holding a historically – and in some ways currently – stigmatized social identity means that these students have to carefully navigate active learning classrooms. Although very little research has been done on this population thus far, work that I have done in the Biology Education Research Lab begins to explore how LGBTQIA students feel about active learning classrooms (http://www.lifescied.org/content/15/3/ar37.full).

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