Gay Parents/Straight Schools: Building Communication and Trust.

Autor/inn/en	Casper, Virginia; Schultz, Steven B.
Titel	Gay Parents/Straight Schools: Building Communication and Trust.
Quelle	(1999), (227 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-8077-3824-7
Schlagwörter	Stellungnahme; Administrator Attitudes; Early Childhood Education; Ethnography; Family School Relationship; Family (Sociological Unit); Homosexuality; Parent Attitudes; Parent School Relationship; Parents; Sex Role; Sexual Identity; Teacher Attitudes; Young Children + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ethnografie; Familie; Homosexualität; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Eltern; Geschlechterrolle; Geschlechtsidentität; Sexuelle Identität; Lehrerverhalten; Frühe Kindheit
Abstract	There are few bodies of research that can inform thinking about the education of young children with respect to gay-headed families. This 3-year ethnographic study used interviews with lesbian and gay parents of 3 to 7 year-olds, their children's teacher and the school administrator, and observations of the children to examine the relationship between gay parents and educators. Chapter 1 lays a foundation for understanding why homosexuality is perceived as a threat to the inherent goals of early childhood education and describes the research methods used. Chapter 2 examines children's experiences as a crucial aspect of how they come to understand families. Chapter 3 presents educators' viewpoints regarding their first experiences with people different from themselves, including gay-headed families. Chapter 4 uses dance as a metaphor for a communication process and traces the ways in which families become known to schools as lesbian or gay. Chapter 5 puts forth the idea that gender identity, roles, and sexual orientation are sharply different yet highly linked issues that require a frame of reference that moves across the entire life-span. This chapter considers classical theoretical foundations about gender development, and contrasts observations and ideas of educators and gay parents regarding gender-nonconformist play in young children. Chapter 6 explores factors affecting the curriculum and offers examples of the ways some teachers have thought about and constructed inclusive approaches with children. Chapter 7 makes arguments about changes needed in education from preschool through graduate education, in on-the-job training, and in professional development. Contains approximately 250 references. (KB)
Anmerkungen	Teachers College Press, P.O. Box 20, Williston, VT 05495-0020 ($19.95). Tel: 800-575-6566 (Toll Free); Fax: 802-864-7626 ($19.95).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC