Elementary Teachers’ Experiences with LGBTQ-inclusive Education: Addressing Fears with Knowledge to Improve Confidence and Practices

Meyer, Elizabeth J.; Quantz, Mary; Taylor, Catherine; Peter, Tracey

doi:10.1080/00405841.2018.1536922

Cited by 21 publications

(12 citation statements)

References 11 publications

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“…Further, educators may not understand themselves as contributing to cisnormative educational structures (Frohard-Dourlent, 2016) and may resist making structural changes that disrupt cisnormative thinking (Smith & Payne, 2016). Educators express concern that elementary-aged children may be too young to learn about gender (Meyer et al, 2019) and that support for trans students could lead to reprisals or backlash from the school community (Meyer et al, 2019; Payne & Smith, 2014; Rodela & Tobin, 2017). School districts and state departments of education have increasingly developed policies aimed at guiding educators in how to support transgender students (Whalen & Esquith, 2016); however, policy implementation is dependent upon subjective interpretation and policy mandates alone may be insufficient for shifting school structures (Loutzenheiser, 2015; Meyer & Keenan, 2018).…”

Section: Supportive Educational Practicesmentioning

confidence: 99%

Teachers’ Strategies for Supporting Transgender and/or Gender-Expansive Elementary School Students

Mangin

2022

Educational Researcher

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This qualitative study examines elementary teachers’ strategies for supporting trans and/or gender-expansive elementary students. The findings come from observations and interviews with a purposive sample of 31 teachers from five elementary schools with principals whom parents characterized as supporting their transgender and/or gender-expansive children. Findings indicate that elementary teachers used three broad strategies to support transgender and/or gender-expansive students. Teachers decreased gendered practices, increased discussions about gender, and affirmed children’s gender identity and expression. The consistency of teachers’ efforts to support trans and/or gender-expansive students was challenged by entrenched habits and their beliefs about the relevance of supportive practices. The study results contribute to the nascent knowledge base on educational practices that may improve the conditions for transgender and/or gender-expansive elementary school students.

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Section: Supportive Educational Practicesmentioning

confidence: 99%

Teachers’ Strategies for Supporting Transgender and/or Gender-Expansive Elementary School Students

Mangin

2022

Educational Researcher

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“…In addition, this scale, as it consists of only nine items, is very easy to use and potentially integrate into both scientific and public opinion surveys. This would enable a much wider acquisition of information on this construct and subsequent analyses of the impact of changes in the social and legal recognition of different gender identities [76,77].…”

Section: Discussionmentioning

confidence: 99%

English Validation of a Short Scale Designed to Detect Negative Attitudes towards Trans People (EANT)

et al. 2021

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(1) Background: Negative attitudes towards sexual minorities are widespread in our society. The Scale of Negative Attitudes towards Transgender people (EANT) has been tested in Spanish-speaking countries in order to assess its applicability as a measure of harmful predispositions towards trans individuals. Understanding these predispositions is important because of transformations in the rights of people in terms of respect for gender diversity. (2) Methods: For the validation of this scale, an online survey was developed and distributed to 362 UK university students aged 18 to 45 years (M = 21.43, SD = 3.42). The sample was randomly divided in half, carrying out the exploratory factor analysis for the first 180 students and performing the confirmatory factor analysis for the remaining 182. (3) Results: The validation of this unifactorial instrument in English was obtained, with a high internal consistency (α = 0.810) that suggests high applicability to measuring this construct, as well as showing expected relationships with typical variables (HATH, TIBS, gender, sexual orientation, religion and education). (4) Conclusions: This study assesses attitudinal tendencies and reveals how sexual prejudice is still implicit in our societies and makes the stigmatisation and discrimination of trans people visible. These findings support the development of strategies to tackle these predispositions.

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“…Overall, the barriers stem from community backlash towards schools to incorporate specific LGBTQ-inclusive picture books in their school library and/or curriculum (e.g. Rodrigues, 2017;Meyer et al, 2019). This leads to a wider, systemic issue which prevents LGBTQ-inclusive picture books from being published in a form that is authentic to LGBTQ students (i.e.…”

Section: Future Directionsmentioning

confidence: 99%

Content Analysis of LGBTQ Picture Books for Elementary Education Through an Intersectional Lens

Leung

Adams-Whittaker

2022

Front. Educ.

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Diversity and inclusion have become a critical topic in contemporary society. Children engaging in story time with their family members and teachers can use stories from picture books as an educational tool to illustrate various social settings which provide a window into the wider outside world and a reflection of their own world, a concept known as “mirror and window”. However, LGBTQ representation has not been consistently perceived equitably compared to the heterosexual population, often dehumanized or unrealistic. Many LGBTQ students mentioned the need to see more portrayals of LGBTQ families and increasingly positive and realistic portrayals of LGBTQ characters. One independent publisher, Olly Pike, produces LGBTQ-inclusive picture books to support educators in providing representation and promoting an inclusive space in schools for diversity discussions. This case study utilizes content analysis of five LGBTQ-inclusive picture books from Olly Pike to understand the emerging themes that arise related to the support for LGBTQ and heterosexual students and foster an inclusive space in schools, leading to themes of diversity and representation that benefits critical discussions in schools and classrooms. Inter-rater reliability was established between the two authors for validity of emerging themes. Results revealed seven emerging themes: 1) Diversity and Inclusion (e.g. family structures, sexuality, ethnicity), 2) Daily Life, 3) Anthropomorphism, 4) Stereotypes, and 5) Overarching Educational Goals. Implications of findings reveal the benefit of incorporating LGBTQ-inclusive picture books to facilitate all students’ learning and understanding of SEL skills that largely tie with becoming responsible citizens that is respectful of diversity and specifically for LGBTQ students to see themselves positively represented, fostering a sense of belonging.

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Elementary Teachers’ Experiences with LGBTQ-inclusive Education: Addressing Fears with Knowledge to Improve Confidence and Practices

Cited by 21 publications

References 11 publications

Teachers’ Strategies for Supporting Transgender and/or Gender-Expansive Elementary School Students

Teachers’ Strategies for Supporting Transgender and/or Gender-Expansive Elementary School Students

English Validation of a Short Scale Designed to Detect Negative Attitudes towards Trans People (EANT)

Content Analysis of LGBTQ Picture Books for Elementary Education Through an Intersectional Lens

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