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Prior research has identified that science, technology, engineering, and math (STEM) fields foster particularly heteronormative environments ( Bilimoria and Stewart, 2009 Cech and Waidzunas, 2011 ), that STEM faculty hold less positive attitudes toward LGBTQ+ issues compared with their counterparts in other disciplines ( Brown et al., 2004 ), and that STEM fields can be unfriendly toward LGBTQ+ individuals ( Bilimoria and Stewart, 2009 Cech and Waidzunas, 2011 Patridge et al., 2014 Linley et al., 2018 ). As such, individuals in biology who identify as members of the LGBTQ+ community comprise a marginalized and potentially at-risk population. These risks are likely greater for LGBTQ+ individuals who hold other marginalized identities, such as racial/ethnic minorities ( McBride, 2014 James et al., 2016 National Public Radio et al., 2017 ). LGBTQ+ individuals may conceal their identities for fear of being harassed, discriminated against, or feeling physically unsafe ( Chrobot-Mason et al., 2001 Quinn, 2006 Goffman, 2009 Orlov and Allen, 2014 ). Internalized stigma can negatively affect a person’s well-being, because it is a significant contributor to psychological stress ( Quinn, 2006 Mak et al., 2007 ). The stigma associated with this identity can result in LGBTQ+ individuals struggling to accept their own identities, which can in turn affect whether an individual is comfortable sharing their identity with others ( Kinnish et al., 2005 Morgan, 2013 ). The LGBTQ+ identity is a potentially concealable stigmatized identity LGBTQ+ individuals have been discriminated against and marginalized both historically and presently in certain contexts ( de Monteflores and Schultz, 1978 Reynolds and Hanjorgiris, 2000 ). It is estimated that LGBTQ+ individuals make up ∼9–16% of undergraduate biology classrooms, and about half of college science students have reported that they are close with someone who identifies as LGBTQ+ (Cooper and Brownell, unpublished data 2). LGBTQ+ 1 individuals are estimated to comprise approximately 10–15% of the population in America, and 20% of millennials identify as a member of the LGBTQ+ community ( GLAAD, 2017 Kann et al., 2018 ). These recommendations are intended to increase awareness of LGBTQ+ identities and spark conversations about transforming biology learning spaces and the broader academic biology community to become more inclusive of LGBTQ+ individuals. Rooted in prior literature and the collective expertise of the authors who identify as members and allies of the LGBTQ+ community, we present a set of actionable recommendations to help biologists, biology educators, and biology education researchers be more inclusive of individuals with LGBTQ+ identities. Currently, there is no centralized set of guidelines to make biology learning environments more inclusive for LGBTQ+ individuals. Additionally, biology can present unique challenges for LGBTQ+ students because of the relationship between certain biology topics and their LGBTQ+ identities.
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Individuals who identify as lesbian, gay, bisexual, transgender, queer, and otherwise nonstraight and/or non-cisgender (LGBTQ+) have often not felt welcome or represented in the biology community.