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

Autor/in	Page, Michelle L.
Titel	From Awareness to Action: Teacher Attitude and Implementation of LGBT-Inclusive Curriculum in the English Language Arts Classroom
Quelle	In: SAGE Open, 7 (2017) 4, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244017739949
Schlagwörter	English Instruction; Language Arts; Homosexuality; Barriers; Rural Schools; Sexual Identity; Sexual Orientation; Faculty Development; Literature; Teaching Methods; Teacher Attitudes; Knowledge Level; Age Differences; Religious Factors; Beliefs; Teacher Surveys; Middle School Teachers; Secondary School Teachers; Course Content; English Teachers + Suchen Sie Ihr Suchwort? English langauage lessons; Englischunterricht; Sprachkultur; Homosexualität; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Geschlechtsidentität; Sexuelle Identität; Sexuelle Orientierung; Literatur; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Wissensbasis; Age; Difference; Age difference; Altersunterschied; Belief; Glaube; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Kursprogramm; English language lessons
Abstract	This survey research describes English language arts teachers' comfort levels in integrating literature with lesbian, gay, bisexual, or transgender (LGBT) themes or characters into their curricula and classroom practices. Significant relationships were found between teachers' age, comfort, awareness of resources, and implementation levels. Although younger teachers had higher comfort levels with LGBT texts, they displayed lower resource awareness levels and static implementation rates. In addition, comfort, awareness, and implementation of LGBT curriculum materials were also correlated with teacher location and with strength of religious belief, with rural teachers and strongly religious teachers displaying lower comfort and implementation levels. Availability of supportive resources such as gay-straight alliances (GSAs) and library holdings, as well as teachers' awareness of these resources, is also examined. Specific barriers rural teachers encounter when implementing LGBT-inclusive literature/curriculum are identified. A call for future research and professional development is extended. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01