Literature for Today's Gay and Lesbian Teens: Subverting the Culture of Silence

Norton, Terry L.; Vare, Jonatha W.

doi:10.2307/4128776

Cited by 14 publications

(5 citation statements)

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“…One of the resources that most teachers in this study desired was guidance in selecting texts. There are many resources for teachers to find text recommendations and book summaries, but these need to be more widely circulated so that they reach teachers easily (see Caillouet, 2011;Cart & Jenkins, 2006;Cart & Jenkins, 2015;Clyde & Lobban, 2001;Comment, 2009;Curwood, Schliesman, & Horning, 2009;Hartman, 2009;Mason, Brannon, & Yarborough, 2012;Meyers, 2009;Norton & Vare, 2004;Vare & Norton, 2010). Having wide access to reviews and recommendations might buttress teachers' efforts to build more inclusive curricula.…”

Section: Discussionmentioning

confidence: 99%

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

Page

2017

Sage Open

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As a teacher educator, I work closely with preservice teachers and also with in-service teachers working in public schools. All of these dedicated instructors would state that they want students to feel comfortable and safe in school. Most teachers believe that schools are for everyone and all students deserve the opportunity to learn. We want all students to have caring and respectful relationships with other students and with school staff. However, not all students are having the experiences that teachers hope for them. Specifically, students who identify as lesbian, gay, bisexual, or transgender (LGBT) 1 report feeling less safe, less respected, and less valued in our schools than do their heterosexual and cisgender peers, leading to lower engagement and achievement (Kosciw, Gretak,

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Section: Discussionmentioning

confidence: 99%

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

Page

2017

Sage Open

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“…There are many examples of LGBTQ+ news anchors, activists, sports celebrities, singers, or actors that could be integrated successfully into the curriculum. Support for this idea comes from research in high schools that reported that including LGBTQ+ literature has been shown to serve as a source of affirmation and support for LGBTQ+ students (Norton and Vare, 2004;Wood et al, 2016). Alternatively, instructors can provide examples of LGBTQ+ scientists as described in the next recommendation.…”

Section: Be Thoughtful About the Use Of Humor And Pop Culture In The mentioning

confidence: 99%

Fourteen Recommendations to Create a More Inclusive Environment for LGBTQ+ Individuals in Academic Biology

Cooper

Auerbach

Bader

et al. 2020

LSE

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“…Notably, the book contains more than one character who is LGBTQ as there are characters who are gay (Russel, Kevin, and Ike), lesbian (Teresa), bisexual (Min), and even students who have questioned their sexual orientation (Brian). The novel has been recognized for its positive portrayals of LGBTQ characters (Norton & Vare, 2004), and Zanitsch (2009) lauded the text as one that provides a nuanced examination of "young people struggling with the social and personal implications of sexual orientation and gender identity" (p. 85).…”

Section: Geography Clubmentioning

confidence: 99%

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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Literature for Today's Gay and Lesbian Teens: Subverting the Culture of Silence

Cited by 14 publications

References 0 publications

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

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

Fourteen Recommendations to Create a More Inclusive Environment for LGBTQ+ Individuals in Academic Biology

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

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