Abstract
Gender bias and inequity are pervasive in physics, but teachers can help. A recent Resource Letter digs into the history, current status, and classroom implications of gender and physics. However, one finding from that work was the tendency for “gender in physics” research to treat sex and gender as the same thing and to neglect the perspective of LGBTQIA+ scientists. In this special issue of The Physics Teacher we want to further discuss the non-binary nature of sex and gender, and why physics teachers should care. Our main goal is to collect information and resources for teachers who wish to know more about these issues. For readers who are members or close allies of the LGBTQIA+ community, much of the introductory material will not be news, but we hope the resource list at the end will be useful.
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