Signaling Inclusivity in Undergraduate Biology Courses through Deliberate Framing of Genetics Topics Relevant to Gender Identity, Disability, and Race-Reference-Cited by-同舟云学术

Signaling Inclusivity in Undergraduate Biology Courses through Deliberate Framing of Genetics Topics Relevant to Gender Identity, Disability, and Race

Published:2020-06 Issue:2 Volume:19 Page:es2
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Hales Karen G.¹

Affiliation:

1. Department of Biology, Davidson College, Davidson, NC 28035

Abstract

This essay explores topic-specific inclusive frameworks and classroom approaches for genetics concepts related to gender identity, disability, and race.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference54 articles.

1. OMIM.org: Online Mendelian Inheritance in Man (OMIM®), an online catalog of human genes and genetic disorders

2. OMIM.org: leveraging knowledge across phenotype–gene relationships

3. Diagnostic and Statistical Manual of Mental Disorders

4. Using Dialogues to Explore Genetics, Ancestry, and Race

5. Standardized Human Pedigree Nomenclature: Update and Assessment of the Recommendations of the National Society of Genetic Counselors

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