{"id":4830,"date":"2020-11-19T10:00:00","date_gmt":"2020-11-19T16:00:00","guid":{"rendered":"https:\/\/lfsmusings.com\/?p=4830"},"modified":"2021-01-22T15:14:32","modified_gmt":"2021-01-22T21:14:32","slug":"the-dreaded-dna-project","status":"publish","type":"post","link":"https:\/\/lillyfei.com\/index.php\/2020\/11\/19\/the-dreaded-dna-project\/","title":{"rendered":"The Dreaded DNA Project"},"content":{"rendered":"\n
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I was assigned it multiple times. I dreaded it every time. The Family Tree Project. Or maybe you called it the DNA projects. They were assigned before my time and they are still being assigned now. Perhaps now students make a nice Powerpoint or Prezi presentation for their classes, but when I was in school we got out poster board (sometimes a tri-fold if you were extra fancy) and markers. We printed pictures and drew leaves and branches to show the class our families. <\/p>\n\n\n\n

I understand the point. Genetics are important. I\u2019m a biologist working on my Ph.D. I love science. <\/p>\n\n\n\n

Forcing children to share about their families is insensitive. It\u2019s not just adoptees that may have more \u201cnon-traditional\u201d families. Not everyone knows everyone they are biologically related to. Not every family member is safe. A presentation that forces children to share about their families is opening up space to intrusive questions and the possibility of revealing private information. <\/p>\n\n\n\n

That\u2019s what happened to me. <\/p>\n\n\n\n

There was a year when I just made up the information. Or rather, I printed pictures of my adoptive family and \u201clied\u201d about getting my dark hair from my brown-haired adoptive father. What else was I going to do? <\/p>\n\n\n\n

I tried getting out of the project once. I raised my hand and explained that I can\u2019t track my inherited characteristics because I was adopted. I don\u2019t know anyone I\u2019m biologically related to (I said that as eloquently as any elementary schooler could). My teacher decided it would be a good moment to teach the class about adoption. They proceeded to have me stand up and share my story. <\/p>\n\n\n\n

Now, I know everyone had good intentions. I know they still do. But as more people open up about their unique situations and families, we realize that a family tree project may not be the best way to teach genetics and the importance of biology. <\/p>\n\n\n\n

And no, this is not to say I don\u2019t think my relationship with my biological family is important. Rather, I would prefer to keep that relationship private and process the information on my own. Not in front of a classroom. <\/p>\n\n\n\n

As a teaching assistant of biochemistry and the partner of a biology teacher, I think there are many ways one can teach about DNA without making it personal. My partner has students design dinosaurs and aliens, for example. More classical approaches may include Mendel and his peas. <\/p>\n\n\n\n

Biology is important, but so is keeping the classroom a safe place for students. The questions I would get from my classmates on the playground after I presented were intrusive and hurtful. They could have been avoided if the topic of adoption was taught in a different space and not by me. <\/p>\n\n\n\n

If an adoptee, adoptive parent, or anyone, really,  asks for a student to sit out on a particular project because of their family dynamics, let them. Don\u2019t force them to explain. Don\u2019t force the student to present their family as a teaching moment. Acknowledge that families are unique and not all fit a particular mold that works for the family tree project. <\/p>\n\n\n\n

Relevant YouTube Episodes:<\/strong><\/p>\n\n\n\n

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