Safe Schools for LGBTQI Students: How Do Teachers View Their Role in Promoting Safe Schools?

Autor/inn/en	Vega, Stephanie; Crawford, Heather Glynn; Van Pelt, J-Lynn
Titel	Safe Schools for LGBTQI Students: How Do Teachers View Their Role in Promoting Safe Schools?
Quelle	In: Equity & Excellence in Education, 45 (2012) 2, S.250-260 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2012.671095
Schlagwörter	School Culture; Homosexuality; School Safety; Teacher Role; Educational Environment; Teacher Competencies; Consciousness Raising; Social Attitudes; Social Bias; Literature Reviews; Federal Legislation; Court Litigation; Bullying + Suchen Sie Ihr Suchwort? Schulkultur; Schulleben; Homosexualität; Lehrerrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrkunst; Bewusstseinsbildung; Social attidude; Soziale Einstellung; Bundesrecht; Rechtsstreit; Mobbing
Abstract	This literature review presents insights from existing research on how teachers view their role in creating safe schools for lesbian, gay, bisexual, transgender, queer/questioning, and intersex (LGBTQI) students. Analysis of the literature shows that there are concerns for LGBTQI students' safety in schools, that educational settings operate from a position of heteronormativity, and that heterosexual teachers are uniquely positioned as part of the dominant group in which they help to define what is normal and what is deviant in school culture. Research findings on the ways heterosexual teachers respond to institutional heteronormativity are summarized and compared. This review of research provides considerations for and recommendations to school administrators and teacher educators to address needs of teachers. Areas for future research also are identified. (Contains 1 note and 1 table.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10