ArticleCBE life sciences education2025
Cisnormative Language and Erasure of Trans* and Genderqueer Student Representation in Biology Education Research.
Article in CBE life sciences education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
8 citing papers in PubMed.
- LGBTQ+ Realities in the Biological Sciences.CBE life sciences education · 2026Article
- Impacts of Sharing an Instructor's Religious Identity on Students in a Large-Enrollment Introductory Biology Course.CBE life sciences education · 2026Article
- Beyond disability: how being twice-marginalized shapes the experiences of STEM undergraduates with disabilities.Journal of microbiology & biology education · 2026Article
- Inclusive Biology Curriculum Interventions can Reduce High School Students' Bioessentialist Beliefs.CBE life sciences education · 2026Article
- Appropriate use of Doxy-PEP and inappropriate antibiotic self-medication for STI management: insights from a LGBTQIA+ survey in Italy.BMC public health · 2026Article
- Can we Mitigate the Impacts of Test Anxiety Through Reappraisal Interventions? A Replication Study in Science Courses Across Multiple Institution Types in the United States.CBE life sciences education · 2026Article
- Barriers to culturally competent caring practices for LGBTQI+ persons: experiences of primary healthcare nurses in Gauteng, South Africa.Frontiers in public health · 2026Article
- The illusion of inclusion: structural and methodological gaps in biology education research.Journal of microbiology & biology education · 2025Article
Corrections and comments
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Authors and funding
22 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Trans* and genderqueer student retention and liberation is integral for equity in undergraduate education. While STEM leadership calls for data-supported systemic change, the erasure and othering of trans* and genderqueer identities in STEM research perpetuates cisnormative narratives. We sought to characterize how sex and gender data are collected, analyzed, and described in biology education research. We reviewed and coded 328 original research studies published in CBE-Life Science Education from 2018 to 2022. Studies often relied upon binary classifications and conflated sex and gender. For instance, terms used to describe sex, such as "male" and "female," were frequently offered as gender options. Only 27 studies (8%) included trans* and genderqueer students in their analysis. Of those that excluded trans* and genderqueer students from analysis, only 23 (7.6%) acknowledged this as a methodological limitation. Further, there has been no temporal trend away from cisnormative language over the 5-year period we analyzed (OR = 1.0,
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.