From Awareness to Action: Teacher Attitude and Implementation of LGBT-Inclusive Curriculum in the English Language Arts Classroom:

SAGE Open

Michelle L. Page¹ 

关键词: curriculum;    education;    social sciences;    literacy;    diversity;    multiculturalism;    teaching;    teacher education;   

DOI  :  10.1177/2158244017739949

学科分类：社会科学、人文和艺术（综合）

来源: Sage Journals

【 摘 要 】

This survey research describes English language arts teachers’ comfort levels in integrating literature with lesbian, gay, bisexual, or transgender (LGBT) themes or characters into their curricula and classroom practices. Significant relationships were found between teachers’ age, comfort, awareness of resources, and implementation levels. Although younger teachers had higher comfort levels with LGBT texts, they displayed lower resource awareness levels and static implementation rates. In addition, comfort, awareness, and implementation of LGBT curriculum materials were also correlated with teacher location and with strength of religious belief, with rural teachers and strongly religious teachers displaying lower comfort and implementation levels. Availability of supportive resources such as gay–straight alliances (GSAs) and library holdings, as well as teachers’ awareness of these resources, is also examined. Specific barriers rural teachers encounter when implementing LGBT-inclusive literature/curriculum are identified. A call for future research and professional development is extended.

【 授权许可】

CC BY