Table 3 LGBQT + K12 Inclusive STEM Education Recommendations.

Cross-sex gender identity

-Statements such as “I am a boy” or “I am a girl.”

-Identification with cross-gender expression.

-Anger, frustration, and withdrawal that goes away when gender identity is affirmed.

-Listen to what students are saying about their gender.

-Do not ignore.

-Provide referrals/support to student and family members.

Creative gender expression

-Creative gender expression (clothes, hair, and play), yet annoyed because people see them as the opposite gender.

-Intervene and hold discussions with students if student is being bullied due to homonegativity and trans negativity.

-Understand the differences between gender expression, gender identity, and sexual orientation.

Gender expression and non-binary gender identity

-Statements include “I’m a boy on the outside and a girl on the inside” or “I am not a boy or a girl.

-Gender identity is non-binary (not male/female).

-Authentic gender is fluid and may change throughout life.

-Follow the student’s lead about their gender expression and identity.

-Provide a safe place to use the bathroom if gender neutral bathrooms are not available.

-Intervene if student is bullied due to gender expression or identity.

Greetings and names

-One may not know someone’s gender and sexual orientation by their name or how they sound or look.

-If you are unsure about one’s gender, ask for clarification: How are you addressed? What name should I use?

-Don’t fear correcting faculty members and school staff if they use the wrong pronouns and names.

-Use gender neutral pronouns, as needed.

Heteronormativity and cisnormativity

-Heteronormativity is manifested through STEM textbooks, pedagogies, and standards.

-Be critical of curriculum materials; add affirmation and diversity statements to syllabi; utilize speakers, films, scientist role models; promote partnerships and mentorships; and embrace student curiosity.