Tue May 24, 2022 – 6:47 pm EDT
(LifeSiteNews) – In the latest display of scientific and educational authorities prioritizing gender ideology over scientific soundness, the National Science Teachers Association (NSTA) published a framework to teachers and school administrators to articulate “gender-inclusive biology.”
The document, by Sam Long, Lewis Steller, and River Suh, argues that “science curriculum must adapt to serve our students and prepare them for the future” because “gender and sexual diversity are more visible than ever.” It laments that “only 2.4% of LGBTQ students [saw] any LGBTQ-inclusive science content in 2017,” a lack that allegedly “impacts students’ career pathways — LGBTQ high school seniors who saw positive LGBTQ representation in science class were 17.3% more likely to choose a STEM major.”
The framework claims it will help “support and reduce harm to LGBTQ students,” “engage all students with inquiry into science in society,” and “develop student empathy toward diverse identities and perspectives.” It encourages the use of “language that turns toward, not away from, diversity and complexity,” including “sex assigned at birth” for biological sex, “learn[ing] your students’ names and gender pronouns,” “mother” replaced with “gestational parent, and using students’ last names instead
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