Training pre-service teachers to better serve LGBTQ high school students

Coulter, Robert W. S.; Colvin, Sharon; Onufer, Lindsay; Arnold, Glynis; Akiva, Thomas; D’Ambrogi, Eric; Davis, Vanessa

doi:10.1080/02607476.2020.1851137

Cited by 24 publications

(11 citation statements)

References 56 publications

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“…Overall, the binary gender ratio for the entire dataset was: 1 man to 1.22 women. Samples varied in their M:F ratio: the lowest (0.14; 12 men, 85 women) was reported in Coulter et al (2021), and the highest (8.0; 48 men, 6 women) in Olvera-Muñoz (2014a). Samples also varied in terms of the sexual orientation of participants: 33 of 77 samples (43%) were heterosexual-only participants, 16 samples (21%) were gay and lesbian only, and 28 samples (36%) reported on a mix of gay, lesbian, and heterosexual participants.…”

Section: Resultsmentioning

confidence: 99%

“…Overall, the binary gender ratio for the entire dataset was: 1 man to 1.22 women. Samples varied in their M:F ratio: the lowest (0.14; 12 men, 85 women) was reported in Coulter et al (2021), and the highest (8.0; 48 men, 6 women) in Olvera-Muñoz (2014a). Samples also varied in terms of the sexual orientation of This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Section: Participant Characteristicsmentioning

confidence: 99%

See 1 more Smart Citation

Gender differences in attitudes toward bisexual people and bisexuality: A systematic review and meta-analysis.

Manalastas¹,

Blumenau²,

Feinstein³

2023

Psychology of Sexual Orientation and Gender Diversity

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Previous meta-analyses have examined gender differences in people's attitudes toward lesbian/gay sexualities, finding that, overall, men hold more homonegative attitudes than women. Bisexuality scholars have suggested a similar gender difference in attitudes toward bisexuality. This study is the first meta-analysis to provide a comprehensive quantitative synthesis of gender differences in attitudes toward bisexual people and bisexuality. We synthesized findings from 61 studies (including 10 unpublished papers) from 1999 to 2022 that reported on 77 samples of 32,010 participants (14,359 men and 17,651 women). Overall, men held more binegative attitudes than women, g = 0.19, 95% CI [0.14, 0.25]. This effect was moderated by target gender: men were more binegative than women when considering male bisexuality, g = 0.27 [0.20, 0.35]; the effect was substantially smaller when considering female bisexuality, g = 0.10 [0.03, 0.16]. In addition, heterosexual men were more binegative than heterosexual women, g = 0.26 [0.19, 0.33], while gay men's and lesbian women's attitudes toward bisexuality were similar, g = 0.04 [−0.09, 0.16]. Overall, these metaanalytic findings indicate that men, particularly heterosexual men, hold more binegative attitudes than women, especially toward male bisexuality. Given the pervasiveness of binegativity, interventions are needed to improve attitudes toward bisexuality, particularly men's attitudes toward bisexuality. Public Significance StatementWe combined the results of previous studies on men's and women's attitudes toward bisexuality (the sexual orientation of being attracted to both men and women). Overall, men hold slightly more negative attitudes toward bisexuality than women do, especially when considering male bisexuality. This suggests that interventions are needed to improve attitudes toward bisexuality, especially how men think and feel about bisexuality.

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Section: Resultsmentioning

confidence: 99%

“…Overall, the binary gender ratio for the entire dataset was: 1 man to 1.22 women. Samples varied in their M:F ratio: the lowest (0.14; 12 men, 85 women) was reported in Coulter et al (2021), and the highest (8.0; 48 men, 6 women) in Olvera-Muñoz (2014a). Samples also varied in terms of the sexual orientation of This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Section: Participant Characteristicsmentioning

confidence: 99%

Gender differences in attitudes toward bisexual people and bisexuality: A systematic review and meta-analysis.

Manalastas¹,

Blumenau²,

Feinstein³

2023

Psychology of Sexual Orientation and Gender Diversity

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“…Service-based learning groups at local LGBT + not-for-profit organizations for undergraduate teachers can significantly improve their active-empathic listening and self-efficacy for working with LGBT + high school students. When compared to a 3-hour lecture, learning groups achieved better results (Coulter et al, 2021).…”

Section: Implementation and Equity Considerationsmentioning

confidence: 99%

Improving School Outcomes for Transgender and Gender-Diverse Youth: A Rapid Review

Feijó

Fontanari

Boeira

et al. 2022

Policy Insights from the Behavioral and Brain Sciences

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Transgender and gender-diverse students may experience poorer school outcomes due to a threatening school climate. A rapid review using systematic search found 2,111 studies mentioned LGBTQ + students, but only three were peer-reviewed empirical tests of potential interventions to improve school outcomes among transgender and gender-diverse youth: (a) Sexual orientation, gender identity, and/or gender expression ( SOGIE) inclusive policies were associated with greater school safety, less victimization, less social aggression, and higher teacher support. (b) Among the interventions, the use of the chosen name in school reduced negative health outcomes. (c) Gay–Straight Alliances ( GSA) reduced reports of frequent gender-based bullying. Several implementation facilitators for school interventions included transgender and gender-diverse students, along with informative families, trained teachers, and supportive principals. Randomized controlled trials focusing on this population would contribute greater certainty when developing school interventions. The lack of high-quality studies should serve as a wake-up call to conduct the necessary research.

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“…The report signals, however, that almost all LGBTI+ students who took the survey identified at least one school staff member supportive of LGBTI+ students and notes the positive effects of support for students, spanning teacher intervention and curriculum. For these and similar other reasons, a myriad of international literature reports on attempts to educate and prepare qualified and student teachers about LGBTQ+ inclusion, its implications for teachers, and/or underscores the importance of capacity building for LGBTQ+ inclusion (Szalacha, 2004;Payne and Smith, 2012;Greytak et al, 2013;Lee and Carpenter, 2015;Mitton-Kukner et al, 2016;Coulter and Miller, 2018;Coulter et al, 2021;Suárez et al, 2021). Much of this literature is included and reviewed in a recent OECD working manuscript on the inclusion of LGBTQ+ students in education systems (cf.…”

Section: Schools Lbgtq+ Ex/in-clusion and Implications For Initial Te...mentioning

confidence: 99%

“…Typically, there have been ongoing challenges for initial teacher education (ITE) in how it educates and prepares student teachers for diversity in schools (Rowan et al, 2021), including marginalization or omission of a systematic focus on LGBTQ+ themes and issues in ITE (Goldstein-Schultz, 2020;Coulter et al, 2021;Maunsell et al, 2021;McBrien et al, 2022). While in general, this is an issue of international concern amongst many educational and other researchers, we deemed this especially concerning given the national policy and practice contexts in the Republic of Ireland within which student teachers undertake their professional placement and would later work, especially given the homogeneity of the Irish teaching profession with its "significant under-representation from a range of minority 10.3389/feduc.2022.913610 and/or socially disadvantaged groups" (Heinz et al, 2021, p. 2).…”

Section: Introductionmentioning

confidence: 99%

The possibilities and potential of a pedagogical partnership between university and community-based initial teacher educators for LGBTQ+ specific inclusion and diversity

Murphy

Dhuinn²

2022

Front. Educ.

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In this study, we explore the possibilities and potential of a pedagogical partnership between university and community-based initial teacher educators for LGBTQ+-specific inclusion and diversity. We map and discuss important initial teacher education (ITE) and broader inclusion and diversity policy contexts relevant to this pedagogical innovation as part of a Sociology of Education module. We describe and conceptually frame the innovation as equity, social justice, inclusion and diversity focused, and as rooted in democratic ITE reform. We then explore its impact on student teachers by drawing on the discussion board posts and reflections required as part of the module. Based on our findings, we offer ITE system-focused, ITE programmatic and personal reflections as teacher educators to conclude in considering how such pedagogical partnerships and innovations can enhance ITE for inclusion and diversity and, fundamentally, in pursuing more democratic schools and society.

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Training pre-service teachers to better serve LGBTQ high school students

Cited by 24 publications

References 56 publications

Gender differences in attitudes toward bisexual people and bisexuality: A systematic review and meta-analysis.

Gender differences in attitudes toward bisexual people and bisexuality: A systematic review and meta-analysis.

Improving School Outcomes for Transgender and Gender-Diverse Youth: A Rapid Review

The possibilities and potential of a pedagogical partnership between university and community-based initial teacher educators for LGBTQ+ specific inclusion and diversity

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