Biologist Luana Maroja, is deeply concerned about hurdles science teachers are facing. Here article is “An Existential Threat to Doing Good Science: What scientists are able to teach and what research we can pursue are under attack. I know because I’m living it.”. Here is an excerpt:

We each have our own woke tipping point—the moment you realize that social justice is no longer what we thought it was, but has instead morphed into an ugly authoritarianism. . . .

One of the most fundamental rules of biology from plants to humans is that the sexes are defined by the size of their gametes—that is, their reproductive cells. Large gametes occur in females; small gametes in males. In humans, an egg is 10 million times bigger than a sperm. There is zero overlap. It is a full binary.

But in some biology 101 classes, teachers are telling students that sexes—not gender, sex—are on a continuum. At least one college I know teaches with the “gender unicorn” and informs students that it is bigoted to think that humans come in two distinct and discrete sexes.

Even medical schools and the Society for the Study of Evolution have issued statements suggesting that sexes are on a “continuum.” If this were true, the entire field of sexual selection would be baseless, as its bedrock insight lies in the much larger female investment in reproduction, explaining the demonstrated choosiness in females (who have more to lose) and competitiveness in males (the “abundant” sex in most species, one male can fertilize multiple females). Published papers (see here, for example) ask us to be “inclusive” by limiting the sex discussion to the few species of algae and protists (such as amoebas) that have equal size gametes—even when that has no relevance to any animal or vascular plant.

In psychology and public health, many teachers no longer say male and female, but instead use the convoluted “person with a uterus.” I had a colleague who, during a conference, was criticized for studying female sexual selection in insects because he was a male. Another was discouraged from teaching the important concept of “sexual conflict”—the idea that male and female interests differ and mates will often act selfishly; think of a female praying mantis decapitating the head of the male after mating—because it might “traumatize students.” I was criticized for teaching “kin selection”—the the idea that animals tend to help their relatives.