A Mixed Methods Study of Pre-­service Teachers’ Attitudes toward LGBTQ Themed Literature

Malo-Juvera, Victor

doi:10.15763/issn.2376-5275.2015.1.1.1-45

Cited by 4 publications

(4 citation statements)

References 31 publications

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“…al., 2012). These beliefs were verified by numerous researchers who have found both student teachers and permanent classroom teachers to feel uncomfortable and/or unprepared to confront homophobia (Haertling-Thein, 2013;Malo-Juvera, 2015;Meyer, 2008;Zack, Mannheim, & Alfano, 2010). Some scholars contend that schools are homophobic institutions (Blackburn, 2004;Owens, 1998), while others even argue that educators condone homophobia and homophobic bullying (Rivers, 1995).…”

Section: Malo-juveramentioning

confidence: 94%

“…Considering that researchers (Haertling-Thein, 2013;Malo-Juvera, 2015) have found that many preservice and inservice teachers are reluctant to use LGBTQ themed literature, this study could be used as part of teacher education and professional development as a strong justification to the reticent/unwilling about the benefits of using LGBTQ texts. Furthermore, because Malo-Juvera (2015) found that preservice English teachers felt unprepared to lead discussions about LGBTQ topics, the success of this study argues there is a need to introduce preservice and inservice teachers to dialogic instruction, especially when dealing with issues that some may find controversial.…”

Section: Implications For Teachingmentioning

confidence: 99%

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The Effect of an LGBTQ Themed Literary Instructional Unit on Adolescents’ Homophobia

Malo-Juvera

2016

StudyAndScrutiny

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Numerous scholarly works extol the use of LGBTQ themed literature as part of English language arts instruction with the implication that its use may improve the school climate for LGBTQ students; however, there is a dearth of research that empirically examines whether or not this type of instruction measurably impacts adolescents’ homophobia. To address this paucity, this study examined the ability of a dialogically organized, reader response–based instructional unit of the young adult novel Geography Club to reduce adolescents’ homophobia. A quasi-experimental design was used with eighth grade students in seven English language arts classes. Homophobia was measured using a researcher-created scale. Analysis of pretests revealed that girls had lower levels of homophobia than boys and that Black students had higher levels of homophobia than Hispanic students. Posttest results indicated that the intervention was successful in lowering homophobia. Exploratory factor analysis revealed a three factor solution: Interpersonal Homophobia, Attitudes toward Homophobia, and Sexuality as a Choice. Post-hoc tests revealed differing effect sizes for the aforementioned factors as well as showing that there was no backlash to treatment in participants with high pretest homophobia. This paper argues that schools and teacher education programs should make a serious effort to incorporate LGBTQ themed texts into curricula as part of a concerted effort to reduce the culture of homophobic violence that has become institutionalized in many schools.

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Section: Malo-juveramentioning

confidence: 94%

Section: Implications For Teachingmentioning

confidence: 99%

The Effect of an LGBTQ Themed Literary Instructional Unit on Adolescents’ Homophobia

Malo-Juvera

2016

StudyAndScrutiny

Self Cite

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“…Falter (2016) used YAL in a teacher education course to help PSTs reflect on and revise their negative assumptions and stereotypes about adolescent learners. Others have used YAL in teacher preparation to facilitate discussions of and learning about issues such as bullying and suicide (Pytash, 2013), race (Glenn, 2012), perspective recognition and empathetic reading (Cook et al , 2017), queer pedagogies (Bach, 2016), LGBTQ literature (Greathouse and Diccio, 2016; Malo-Juvera, 2015), social justice teaching and positionalities (Cook and Bissonnette, 2016; Glasgow, 2001), global perspectives on diversity (Duran, 2015), death and dying (Sams and Cook, 2018), and so forth. TEs have also used YAL in self-studies of their teacher preparation programs and courses (Parsons, 2006) and to critically reflect on their own teaching (Miller, 2008).…”

Section: Young Adult Literature and Teacher Educationmentioning

confidence: 99%

(Un)Sanctioned: young adult literature as meaningful sponsor for writing teacher education

Sams

Cook

2019

ETPC

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Purpose The purpose of this paper is to examine youth literacy and writing practices in select, contemporary young adult literature (YAL), especially how and why literate activity is sponsored, negotiated or occluded by teachers and schools. Design/methodology/approach The authors position young adult fiction as case studies of youth composing in and out of school. Drawing on Stake's (1995) features of case study research in education, the authors present readings of Gabi, a Girl in Pieces by Isabel Quintero and The Vigilante Poets of Selwyn Academy by Kate Hattemer that highlight particular problems and insights about youth literacy practices that are worth extended examination and reflection. Findings Both novels feature youth engaging in powerful literacy and writing practices across a range of modes to critically read and write their worlds. These particular texts – and other YAL featuring youth composing – offer teacher educators and pre-service teachers opportunities for critical reflection on their evolving stances on literacy instruction; identities as writing and literacy educators; and pedagogies that enable robust literate activity. Originality/value In the US educational context, teacher education programs are required to provide pre-service teachers numerous opportunities to observe and participate as teachers in public school classrooms. YAL offers a unique setting of experience that can be productively paired with more traditional field placements to complement pre-service writing teacher education. Reading YAL featuring youth composing can serve as a useful occasion of reflection on pedagogies that limit and/or make possible students’ meaningful engagement with words and the world.

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“…However, applications of QFA need not involve data collected through Q-sorting. Instead, in QFA, data can be collected through various sources such as interviews and surveys (Malo-Juvera, 2015; Yang and Bliss, 2014) with the goal in all cases being to identify typologies of people.…”

Section: Introductionmentioning

confidence: 99%

A Q factor analysis approach to understanding female college students’ attitudes toward multiple STEM disciplines

Yang

Barth

2017

Methodological Innovations

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Research on gender disparities in STEM (Science, Technology, Engineering, and Mathematics) has paid little attention to the fact that not all STEM disciplines experience the same degree of gender imbalance. Previous research has primarily examined a single STEM discipline or combined STEM disciplines in their analyses. This study addressed some of the limitations of previous research using an innovative statistical approach, Q factor analysis (QFA). QFA is used to explore multifaceted human perceptions, behaviors, and experiences. It enables researchers to categorize people based on their pattern of responses and opinions on a certain topic, in contrast to the more commonly used R factor analysis that categorizes variables. QFA was applied to a sample of 98 female undergraduate students who were enrolled in introductory STEM courses. Participants competed a survey that assessed their attitudes, experiences and beliefs about math, science, and computers. Questions tapped into constructs typically used in social cognitive models of academic and career choices. Two typologies emerged from the analyses. The math-computer group had favorable attitudes and beliefs toward math and computers and less interest in science; whereas the science group had more favorable attitudes and beliefs towards science. Participants' major choice and self-reported academic support aligned with the two groups in ways that were consistent with the groups' interests. The study demonstrates the potential for QFA to be applied with various types of data on a wide range of topics and to address questions that are not easily answered using traditional statistical approaches.

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A Mixed Methods Study of Pre-service Teachers’ Attitudes toward LGBTQ Themed Literature

Cited by 4 publications

References 31 publications

The Effect of an LGBTQ Themed Literary Instructional Unit on Adolescents’ Homophobia

The Effect of an LGBTQ Themed Literary Instructional Unit on Adolescents’ Homophobia

(Un)Sanctioned: young adult literature as meaningful sponsor for writing teacher education

A Q factor analysis approach to understanding female college students’ attitudes toward multiple STEM disciplines

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A Mixed Methods Study of Pre-­service Teachers’ Attitudes toward LGBTQ Themed Literature

Cited by 4 publications

References 31 publications

The Effect of an LGBTQ Themed Literary Instructional Unit on Adolescents’ Homophobia

The Effect of an LGBTQ Themed Literary Instructional Unit on Adolescents’ Homophobia

(Un)Sanctioned: young adult literature as meaningful sponsor for writing teacher education

A Q factor analysis approach to understanding female college students’ attitudes toward multiple STEM disciplines

Contact Info

Product

Resources

About

A Mixed Methods Study of Pre-service Teachers’ Attitudes toward LGBTQ Themed Literature