Towards creating inclusive environments for LGBTIQ-parented families in early childhood education and care settings: A review of the literature

Liang, Xinyun; Cohrssen, Caroline

doi:10.1177/1836939119885304

Cited by 12 publications

(19 citation statements)

References 54 publications

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“…To further increase their diversity, picture books such as "And Tango Makes Three", "In Our Mother's House", "Mommy, Mama and Me" which depict happy families as two same-sex parents and their adopted child, can include diverse family structures, as marriage and two-parents can be considered a heterosexual societal standard (Goldberg, 2014;Liang and Cohrssen, 2019). As society is increasingly diverse and encompassing of complex identities (Alper et al, 2016), it is important to take into account an intersectional aspect beyond their LGBTQ identity, such as those who are associated as person of color (POC) and those who are considered to have a disability.…”

Section: Lgbtq Books For Elementary Educationmentioning

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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Section: Lgbtq Books For Elementary Educationmentioning

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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“…Most studies analyse the work of management in the processes of inclusion, from the perspective of teachers or school staff (Poon-McBrayer, 2017;Szeto & Cheng, 2018;Cardno et al, 2018;Woodcock & Woolfson, 2019) (Cardno, Handjani, & Howse, 2018;Poon-McBrayer, 2017;Szeto & Cheng, 2018;Woodcock & Woolfson, 2019). However, studies that take the families' perspective are practically non-existent (Liang & Cohrssen, 2020). This is yet another example of the secondary role given to families in the policies and practices of schools, and of the scant interest shown until now by researchers in including their point of view and in making their participation possible in improving schools (Poon-McBrayer, 2017;Simón & Barrios, 2019).…”

Section: Introductionmentioning

confidence: 99%

Inclusive Leadership From the Family Perspective in Compulsory Education

Moya

López

Burgos-Garcia

et al. 2022

J. New Approaches Educ. Res.

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Distributed and pedagogical leadership plays a key role in the creation and upholding of inclusive school practices as a strategy for improvement and success in the management of quality education for students. Aims: describe, through an inclusive perspective, the actions and initiatives implemented to promote attention to diversity by school leadership teams, from the point of view of families. Methodology: Descriptive-exploratory design with a cross-sectional, quantitative focus. Sample: 25 schools (public schools, N = 18, and charter schools, N = 7) with 631 families. These families completed the questionnaire, “Leading inclusive education in compulsory-education schools-families”. Results: identifying actions and strategies aimed at the prevention of truancy through a school environment that generates respect, recognition and appreciation of the different needs of their students. Conclusions: Actions taken are advancing the development of a school culture where the family plays a key role. Some of the actions implemented focus on respecting the different needs of students and the educational community in order to develop an inclusive school climate. However, schools should both make families aware of the importance and benefits and promote the participation of students and the educational community in the school.

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“…This tendency has led teachers and school managers to denounce the lack of interest and commitment of families in the education of their children, while it causes families to disesteem the educational work of schools and to not consider their own participation in the pedagogic activities promoted by teachers as important [1,2]. This discord affects the development and performance of students, limits the possibilities of family participation in the school, and deteriorates the social image of the school, above all when it concerns families that are vulnerable, immigrants, or that do not fit the norm and who do not feel valued or represented in the educational institution [2][3][4][5].…”

Section: Introductionmentioning

confidence: 99%

Inclusive Leadership of School Management from the View of Families: Construction and Validation of LEI-Q

2021

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The purpose of this study was to validate a questionnaire aimed at assessing, from the point of view of families, the degree to which school administrations foster inclusion in compulsory education. In order to determine the psychometric properties of the “Cuestionario liderando la educación inclusiva en centros de educación obligatoria-Familias” [Leading inclusive education in compulsory-education schools Questionnaire] (LEI-Q-Families), we carried out descriptive, exploratory, and confirmatory factor analysis. For the sample used in this study, 150 families participated. The results confirmed that it is a valid and reliable scale with a two-factor structure. One of these factors included the initiatives carried out by the school management teams to enhance the openness of each school to the community and the surrounding area. The second factor encompassed actions aimed at promoting participation in the school and turning it into an inclusive space. LEI-Q-Families proved to be an instrument of great theoretical and practical worth that has made it possible to expand our currently slender knowledge on the perceptions families have of the work done by school managers to encourage inclusion in their institutions. It facilitates family participation in processes of improvement and provides a useful self-assessment tool for school administrations that wish to improve their schools and turn them into inclusive environments.

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Towards creating inclusive environments for LGBTIQ-parented families in early childhood education and care settings: A review of the literature

Cited by 12 publications

References 54 publications

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

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

Inclusive Leadership From the Family Perspective in Compulsory Education

Inclusive Leadership of School Management from the View of Families: Construction and Validation of LEI-Q

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