A Systematic Review of Research on LGBTQ Educators' Experiences and LGBTQ Curriculum in K-12 U.S. Public Schools

Autor/inn/en	Antonelli, Melissa A.; Sembiante, Sabrina F.
Titel	A Systematic Review of Research on LGBTQ Educators' Experiences and LGBTQ Curriculum in K-12 U.S. Public Schools
Quelle	In: Multicultural Education Review, 14 (2022) 2, S.134-152 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sembiante, Sabrina F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2005-615X
DOI	10.1080/2005615X.2022.2087031
Schlagwörter	LGBTQ People; Elementary School Teachers; Secondary School Teachers; Minority Group Teachers; Curriculum Development; Teaching Experience; Homosexuality; Social Theories; Sexual Identity; Definitions; Language Usage; Barriers; Self Disclosure (Individuals); Public Schools; Elementary Secondary Education; Diversity; Inclusion + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Homosexualität; Gesellschaftstheorie; Geschlechtsidentität; Sexuelle Identität; Begriffsbestimmung; Sprachgebrauch; Public school; Öffentliche Schule; Inklusion
Abstract	This systematic review of literature was conducted to understand: (1) acronym usage to define LGBTQ educators and curriculum; (2) theoretical frameworks and research designs of studies investigating LGBTQ educator perspectives; (3) the barriers, supports, and benefits identified by LGBTQ educators (i) in including LGBTQ topics into the curriculum; and (ii) regarding their disclosure decisions. Of the 12 studies reviewed, patterns emerged in the prevalence of Queer theory as a guiding theoretical lens, narrative and case study approaches to inform investigations into lived experiences, and cross-study concurrence around fear of disclosure and self-censorship. Recommendations for future research include streamlining inconsistencies in LGBTQ acronym definitions, diversifying samples away from predominantly White/Caucasian gay and lesbian educator samples, increasing transgender, queer, questioning and bisexual perspectives, and studying impacts of LGBTQ curricular inclusion. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01