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Queering the Curriculum: An Exploratory Study of Teachers' Perceptions on Integrating LGBTQ+-Inclusive Curriculum

Queering the Curriculum: An Exploratory Study of Teachers' Perceptions on Integrating LGBTQ+-Inclusive Curriculum
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Author(s): Kyle S. Garron (Minnechaug Regional High School, USA) and Stephanie R. Logan (Springfield College, USA)
Copyright: 2020
Pages: 34
Source title: Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy
Source Author(s)/Editor(s): April Sanders (Spring Hill College, USA), Laura Isbell (Texas A&M University, Commerce, USA) and Kathryn Dixon (Texas A&M University, Commerce, USA)
DOI: 10.4018/978-1-7998-1404-7.ch006

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Abstract

Studies show that LGBTQ+-identified students are disproportionately at risk when it comes to factors such as academic success rates, bullying, truancy, suicidality, and more. Multicultural education frameworks are a successful method of combatting these risk factors in other populations. This exploratory study endeavored to gain insight into secondary school English Language Arts (ELA) and Social Studies teachers' perceptions of integrating a multicultural and LGBTQ+ inclusive curriculum as well as the perceived barriers that educators might face when doing so. The results of this study found that secondary ELA and Social Studies teachers in a small New England state are overall willing to integrate an LGBTQ+-inclusive curriculum, but largely feel unprepared to do so. Recommendations include integrating an LGBTQ+ curriculum into educator preparation courses, professional development for practicing teachers, and to continue inquiry into improving pedagogical practice to serve LGBTQ+ students better.

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