Gender/sex and sexual diversity are increasingly understood by the public as complex. But, scientific frameworks that address the complexity of gender/sex and sexual diversity are few and not well situated for the public. Sexual configurations theory (SCT; van Anders, 2015) is one approach that provides a visual framework for understanding and measuring gender/sex and sexual diversity. But how might knowledge users and creators actually use it? To make SCT more accessible to researchers, educators, clinicians, and the general public, we created three instructional videos (individual gender/sex, gender/sex sexuality, and partner number sexuality) that explained SCT and demonstrated how to use its diagrams. Participants (N = 242) of diverse gender/sex and sexual identities, including professionals who work in gender/sex- and sexuality-related fields, watched one of the three videos, filled out the diagrams, and evaluated the video and diagrams via scaled and open-ended questions. Results demonstrated that the SCT videos were sufficient for most participants to fill out the diagrams. Participants evaluated the video generally positively, with some variation by condition, identity group, and professional status. These results indicate that instructional videos are able to translate SCT, potentially facilitating uptake of SCT by clinicians, researchers, and educators as well as increasing awareness of gender/sex and sexual diversity more broadly within the public.

性别/性别和性多样性日益被公众理解为复杂的事物。但是，解决性别/性别和性别多样性的复杂性的科学框架很少，而且对公众而言位置也不佳。性形态理论（SCT； van Anders，2015）是一种为理解和衡量性别/性别及性多样性提供视觉框架的方法。但是知识用户和创造者实际上将如何使用它呢？为了使研究人员，教育工作者，临床医生和普通大众更容易使用SCT，我们制作了三个教学视频（个体性别/性别，性别/性别性行为和伴侣编号性行为），解释了SCT并演示了如何使用其图表。参加人数 = 242）的不同性别/性别和性身份，包括从事与性别/性别和性相关领域的专业人士，观看了三个视频之一，填写了图表，并通过缩放和开放式评估了视频和图表，结束的问题。结果表明，SCT视频足以让大多数参与者填写图表。参与者对视频的总体评价是积极的，但条件，身份群体和职业状况有所不同。这些结果表明，教学视频能够翻译SCT，有可能促进临床医生，研究人员和教育工作者对SCT的吸收，并在公众中更广泛地了解性别/性和性多样性。