Literaturnachweis - Detailanzeige
Autor/in | Jarpe-Ratner, Elizabeth |
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Titel | How Can We Make LGBTQ+-Inclusive Sex Education Programmes Truly Inclusive? A Case Study of Chicago Public Schools' Policy and Curriculum |
Quelle | In: Sex Education: Sexuality, Society and Learning, 20 (2020) 3, S.283-299 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1468-1811 |
DOI | 10.1080/14681811.2019.1650335 |
Schlagwörter | LGBTQ People; Sex Education; Public Schools; School Policy; Curriculum; Elementary Secondary Education; Grade 9; Student Attitudes; Teacher Attitudes; Course Content; Sexuality; Identification (Psychology); Educational Environment; High Schools; Illinois (Chicago) Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Public school; Öffentliche Schule; Schulpolitik; Curricula; Lehrplan; Rahmenplan; School year 09; 9. Schuljahr; Schuljahr 09; Schülerverhalten; Lehrerverhalten; Kursprogramm; Sexualität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; High school; Oberschule |
Abstract | In the USA, there has been a nationwide call for comprehensive sexual health education programs to be LGBTQ+-inclusive. The Chicago Public Schools (CPS) K-12 curriculum was intentionally designed to align with the National Sexuality Education Standards and to be inclusive of lesbian, gay, bisexual, transgender, and questioning as well as other (LGBTQ+) identities (Chicago Public Schools, 2013). This case study of CPS's policy and curriculum implementation, with a focus on 9th grade, examines the extent to which this curriculum is truly experienced as inclusive by students and teachers. Twenty-nine ninth grade sex education class-periods were observed in 4 schools, 12 teachers were interviewed and 5 student focus groups were conducted to assess perceptions of the nature of inclusivity of the curriculum and ongoing needs to ensure inclusivity going forward. Students wanted a more LGBTQ+-inclusive curriculum defined by 1) including identity topics integrated throughout the curriculum; 2) more holistic discussion of sexuality; 3) more information about identity development, and 4) the creation of a safe space through an accepting, non-judgmental tone from teachers. Implications for the sexual health education field as well as for the larger public health field are discussed. (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 |