Queering Teacher Education: Teacher Educators’ Self-Efficacy in Addressing LGBTQ Issues

Brant, Cathy A. R.; Willox, Lara

doi:10.1080/01626620.2020.1776176

Cited by 22 publications

(18 citation statements)

References 48 publications

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“…GSD issues have only recently been integrated into some curricula for educator preparation programs (Milburn & Palladino, 2012;Mitton-Kukner et al, 2016). However, many preservice teachers do not receive the necessary training to be effective allies (Brant & Willox, 2020;Milburn & Palladino, 2012). This often results in educators lacking the skills needed to ensure that ERM GSD identities are affirmed and centered within their classrooms and their broader school communities (Brant & Willox, 2020).…”

Section: Skillsmentioning

confidence: 99%

“…However, many preservice teachers do not receive the necessary training to be effective allies (Brant & Willox, 2020;Milburn & Palladino, 2012). This often results in educators lacking the skills needed to ensure that ERM GSD identities are affirmed and centered within their classrooms and their broader school communities (Brant & Willox, 2020). A vital part of teaching consultees these critical skills involves not only challenging the ways in which they think about sexuality and gender identity but also providing them with diverse beliefs and behaviors (Jeltova & Fish, 2005).…”

Section: Skillsmentioning

confidence: 99%

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A multicultural, gender, and sexually diverse affirming school‐based consultation framework

Brown

Naser

Griffin

et al. 2021

Psychology in the Schools

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Gender and sexually diverse (GSD) students face unique challenges in schools due to the privileging of cisgender and heterosexist norms in these settings. In particular, GSD youth who belong to ethnically and racially minoritized groups face further challenges within school environments that disregard their cultural contexts and intersectional identities. It is important for school psychologists to ensure safe and high-quality mental health, educational, and behavioral supports for these students. One possible avenue for building these types of supports is through school consultation. When school psychologists collaborate with other professionals in a culturally competent, participatory way, their work has the potential to bolster behavioral, academic, and mental health outcomes at the individual, group, and/or systems levels. Adapting Ingraham's multicultural school consultation model, this article proposes a multicultural, GSD affirming school consultation framework that also approaches the experiences of racially and ethnically minoritized individuals through the lenses of intersectionality and minority stress frameworks. Across its five domains, this adapted framework aims to give practitioners and researchers a conceptual foundation to support GSD students of minoritized ethnic and racial identities by considering interactions among consultants, consultees, and clients within their wider school contexts.

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Section: Skillsmentioning

confidence: 99%

Section: Skillsmentioning

confidence: 99%

A multicultural, gender, and sexually diverse affirming school‐based consultation framework

Brown

Naser

Griffin

et al. 2021

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…The unfortunate truth is that most teachers and administrators in the United States are entering schools unprepared to support gender and sexually diverse students and families (Case & Meier, 2014). One rationale for why educators appear unprepared to promote gender and sexual diversity (GSD) inclusion in schools is the lack of training in preparatory programs and on-going professional learning (Brant & Willox, 2021;Coulter & Miller, 2018;Fredman et al, 2015;Greytak et al, 2016;Mangin, 2020;Meyer et al, 2015;O'Malley & Capper, 2015;Payne & Smith, 2011;Staley & Leonardi, 2019). Out of 1,015 secondary teachers surveyed, only 6.1% reported having any training in their preservice courses regarding transgender topics, and only 23.6% reported having any trans-related training as an educator (Greytak et al, 2016).…”

mentioning

confidence: 99%

I’m Here; I’m Queer: How One Parent Advocates for the Inclusion of Queer Youth

Colvin

Edwards

Eng

2021

Journal of Cases in Educational Leadership

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Educators and school administration are tasked with creating schools that support and affirm LGBTQ+ (lesbian, gay, bisexual, transgender, and queer) students and families. This study explores a high school in a conservative community as one parent attempts to advocate for their transgender child and other LGBTQ+-identifying students. Although school employees are mandated by state and federal laws to ensure that all students are free from bullying and harassment, the research highlights that schools remain hostile for many LGBTQ+ students. This article provides reflection questions throughout the case as a way for school leadership to grapple with and challenge their thinking regarding LGBTQ+-affirming strategies in their schools.

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“…Queer theory builds on feminist post-structural understandings and critiques of heterosexual norms. These frameworks are well known for their interrogation and disruption of dominant discourses (Marinucci, 2010) and have been used by other researchers in this area (Brant & Willox, 2021;Gunn, 2011;Jarvis & Sandretto, 2010;.…”

Section: Research Questionsmentioning

confidence: 99%

“…An important aim of ITE should be to increase student teachers' social justice disposition towards Rainbow families, which could minimise the silence about these families (Kintner-Duffy, et al, 2012). However, a general lack of institutional support for diverse sexualities can be a contributing factor to the exclusion of LGBT*QI topics in ITE classrooms (Brant & Willox, 2021). The silencing modelled by leaders and decision-makers at universities/ITE providers is a potential barrier that teacher educators encounter when they attempt to include LGBT*QI topics in their programme (Carpenter & Lee, 2010).…”

Section: Initial Teacher Educationmentioning

confidence: 99%

“I Just Treated Them As Normal” Welcoming And Accepting Rainbow Families Into Early Childhood Education Settings In Aotearoa New Zealand: Newly Graduated Teachers’ Perceptions Of Their Preparation By Initial Teacher Education

Cooper¹

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Global research increasingly highlights the importance and relevance of addressing gay equity issues with children, teachers, and families in education (Shelton et al., 2019). There has also been a rise in awareness regarding inclusion and a shift in the types of families attending early childhood education (ECE) settings in Aotearoa New Zealand (Loveridge et al., 2012). It is important that Rainbow families have a positive experience within their ECE settings, which can be achieved by ECE professionals collaborating with these families (Church et al., 2018; Gunn, 2003). However, even when there is a marked increase in family diversity, teachers have been slow to recognise the diversity of family composition, particularly with regard to same-gendered couples (Cloughessy & Waniganayake, 2014; Gunn, 2011; Iraklis, 2021; Shuker & Cherrington, 2016). This research sought to better understand the connection between ECE teachers’ initial teacher education (ITE) programme content and experience, and their willingness to include Rainbow families as part of the ECE curriculum in the context of Aotearoa New Zealand. Education plays an important role in transmitting values, customs and culturally preferred practices in all cultures (Lyman et al., 2012). As well as welcoming children and families/whānau, ECE teachers are an important source of support for Rainbow families. Therefore, it is imperative that ECE teachers are well prepared to work with Rainbow families. Unfortunately, opportunities to advocate for Rainbow families in an ECE setting are not often created as such advocacy firstly requires teachers to critique heteronormativity. The pervasiveness of normative discourses means that this is a challenge. This study, grounded in feminist and queer theoretical frameworks, was located in Aotearoa New Zealand with teachers who had graduated within 18 months prior to the commencement of data collection. Data were gathered via an online questionnaire completed by 76 newly graduated ECE teachers across Aotearoa and eight semi-structured individual interviews. Through a critical analysis of the data gathered, I sought to understand what the participants felt about the support they had received during their ITE study towards enabling them to include Rainbow families into their learning environments, as well as the support they received in their early childhood centre with regard to discussing Rainbow families with the children. The findings of this study suggest that a lack of coverage of Rainbow families in ITE programmes is a key reason for newly graduated teachers lacking confidence in advocating for Rainbow families. There was a strong perception that treating all people ‘the same’ was expected and ideal. Whilst beginning teachers may face exposure to disapproving attitudes from other more experienced teachers towards the proactive inclusion of Rainbow families, what stood out in this study was the lack of conversations within teaching teams about how and when to talk to children about Rainbow families. This lack of discussion was evident even when Rainbow families were in attendance, thus amplifying the apparent stranglehold of heteronormative discourses. As a result, importance is not given to addressing the marginalisation of Rainbow family composition within ECE settings. It is the recommendation of this study that consideration be given to strategies for mitigating this current situation. Firstly, ITE providers can provide deliberate, comprehensive, and delineated coverage of inclusion topics and provide clear examples of ways to include and welcome Rainbow families. Emphasis should be given to the value of relationship building as key to forging understandings about difference. Finally, ITE providers need to urgently address the misperception that treating people ‘the same’ is an acceptable and desirable way of working with others. Newly graduated teachers need to consciously disrupt such normative discourses and I suggest that queering their teaching is one tool to enable this to happen.

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Queering Teacher Education: Teacher Educators’ Self-Efficacy in Addressing LGBTQ Issues

Cited by 22 publications

References 48 publications

A multicultural, gender, and sexually diverse affirming school‐based consultation framework

A multicultural, gender, and sexually diverse affirming school‐based consultation framework

I’m Here; I’m Queer: How One Parent Advocates for the Inclusion of Queer Youth

“I Just Treated Them As Normal” Welcoming And Accepting Rainbow Families Into Early Childhood Education Settings In Aotearoa New Zealand: Newly Graduated Teachers’ Perceptions Of Their Preparation By Initial Teacher Education

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