Coming out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students

Autor/inn/en	Cooper, Katelyn M.; Brownell, Sara E.
Titel	Coming out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students
Quelle	In: CBE - Life Sciences Education, 15 (2016) 3, Artikel 37 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.16-01-0074
Schlagwörter	Biology; College Science; Science Instruction; Homosexuality; Sexual Orientation; Sexual Identity; Student Experience; Undergraduate Students; Classroom Environment; Active Learning; Identification (Psychology); Semi Structured Interviews; Qualitative Research; Language Usage; Student Characteristics; Student Attitudes; Social Bias; Interaction; Self Disclosure (Individuals) + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Homosexualität; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Studienerfahrung; Klassenklima; Unterrichtsklima; Aktives Lernen; Qualitative Forschung; Sprachgebrauch; Schülerverhalten; Interaktion
Abstract	As we transition our undergraduate biology classrooms from traditional lectures to active learning, the dynamics among students become more important. These dynamics can be influenced by student social identities. One social identity that has been unexamined in the context of undergraduate biology is the spectrum of lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) identities. In this exploratory interview study, we probed the experiences and perceptions of seven students who identify as part of the LGBTQIA community. We found that students do not always experience the undergraduate biology classroom to be a welcoming or accepting place for their identities. In contrast to traditional lectures, active-learning classes increase the relevance of their LGBTQIA identities due to the increased interactions among students during group work. Finally, working with other students in active-learning classrooms can present challenges and opportunities for students considering their LGBTQIA identity. These findings indicate that these students' LGBTQIA identities are affecting their experience in the classroom and that there may be specific instructional practices that can mitigate some of the possible obstacles. We hope that this work can stimulate discussions about how to broadly make our active-learning biology classes more inclusive of this specific population of students. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01