This page contains a collection of equality, diversity and inclusion (EDI) resources with relevance to trans and non-binary issues. These resources were collated as part of the project Enabling equitable cultures of knowledge and practice in physical geography and environmental sciences, funded by the Natural Environment Research Council (NERC).
This page is dynamic; if you know of other relevant resources or wish to submit your own case study, we’d like to hear from you at email@example.com
The Society does not accept responsibility for the content of the external sites. Inclusion on this list does not equate to an endorsement of any content or organisation. Please contact the external site for questions regarding individual resources.
Reports, guidance and toolkits
APPG Diversity and Inclusion in STEM, Inquiry in Equity in STEM Education: Final Report
British Science Association (UK)
The All-Party Parliamentary Group on Diversity & Inclusion (D&I) in STEM aims to promote the inclusion and progression of people from diverse backgrounds in STEM, and to encourage government, parliamentarians, academics, businesses and other stakeholders to work towards a STEM sector that is representative of the population.
Exploring the Workplace for LGBT+ Physical Scientists
Institute of Physics, Royal Astronomical Society, and Royal Society of Chemistry (UK)
A comprehensive survey to gather data from across the community – giving new insights into the current workplace environment for LGBT+ physical scientists.
Education Beyond the Straight and Narrow
National Union of Students (UK)
This research, the first of its kind, explores the experience of Lesbian, Gay, Bisexual and Trans (LGBT) students in higher education, focusing specifically on their everyday life on campus, their access to different services and factors that influence success and course completion.
Pride and Prejudice in Education
National Union of Students (2016)
An exploration of experiences and perceptions of sexual orientation and gender identity among post school education learners and staf.
Advancing equity, diversity and inclusivity in the environmental sciences. Collaborative Inclusivity Roundtable Series: Summary report
The aim of the Collaborative Inclusivity roundtable series was to create a shared space to value lived experience. It aims to share best practice, and identify actions to overcome barriers.
Bonner-Thompson, C, Mearns, GW, Hopkins, P. (2021) Transgender negotiations of precarity: Contested spaces of higher education. The Geographical Journal, 187, pp. 227-239. https://doi.org/10.1111/geoj.12384
Browne, K. (2020). Isn’t this just about lesbians? Teaching hegemonic geographies of sexualities and genders here and now. Journal of Geography in Higher Education, 44(2), 203-216.
DasGupta, D., Rosenberg, R., Catungal, J. P., & Gieseking, J. J. (2021). Pedagogies of Queer and Trans Repair: Letters from Queer Geographic Classrooms. ACME: An International E-Journal for Critical Geographies, 20(5)
Gibson-Graham, J. K. (1999). Queer (y) ing Capitalism in and out of the Classroom . Journal of Geography in Higher Education, 23(1), 80-85
Knopp, L. (1999). JGHE Symposium: Teaching Sexualities in Geography  Queer Theory, Queer Pedagogy: new spaces and new challenges in teaching geography. Journal of Geography in Higher Education, 23(1), 77-79