Students' Perspectives on LGBTQ-Inclusive Curriculum

Autor/inn/en	Snapp, Shannon D.; Burdge, Hilary; Licona, Adela C.; Moody, Raymond L.; Russell, Stephen T.
Titel	Students' Perspectives on LGBTQ-Inclusive Curriculum
Quelle	In: Equity & Excellence in Education, 48 (2015) 2, S.249-265 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2015.1025614
Schlagwörter	Student Attitudes; Curriculum; Homosexuality; Sexual Orientation; Sexual Identity; Educational Environment; High School Students; Student Organizations; Focus Groups; Coding; Grounded Theory; Qualitative Research; Social Sciences; Humanities; Social Justice; Teacher Role; Bullying; School Culture; Social Bias; Questionnaires; California + Suchen Sie Ihr Suchwort? Schülerverhalten; Curricula; Lehrplan; Rahmenplan; Homosexualität; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Codierung; Programmierung; Qualitative Forschung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Geisteswissenschaften; Humanwissenschaften; Soziale Gerechtigkeit; Lehrerrolle; Mobbing; Schulkultur; Schulleben; Fragebogen; Kalifornien
Abstract	Implementing curriculum that is inclusive of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students' experiences of LGBTQ-inclusive curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities were recruited from the Gay Straight Alliance (GSA) Network in California. Students participated in focus groups conducted by telephone by GSA staff, sharing their experiences of LGBTQ-inclusive curriculum in school. Qualitative coding methods, including grounded theory, were used to identify themes and interpret students' responses. Data revealed that LGBTQ-inclusive curriculum was most often taught in social sciences and humanities courses as stand-alone lessons. LGBTQ-inclusive curriculum rarely met standards of social justice education, though opportunities for critical conversations about systemic oppression regularly emerged. For instance, teachers often failed to intervene in LGBTQ bullying and missed teachable moments conducive to inclusive curriculum. Some students learned positive LGBTQ lessons and highlighted the ways such curriculum reflected their identities and created a supportive school climate. Implications for equitable education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01