We thank our participants for sharing and detailing the teaching strategies they used to include students with queer genders and intersex students when teaching sex and gender and in their biology course(s) both in their interviews and in sharing their course materials. Without their participation, we would not be able to conduct this research. Additionally, we are grateful to the Lane lab members at the University of Minnesota for their valuable feedback on this article. As a note, each of the co-first authors is encouraged to list themselves first on personal documents to accurately depict their contribution to the manuscript. Finally, this material is based upon work supported by the National Science Foundation under grant nos. #2201809, #2201810, and #2201808. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
