From Awareness to Action: Teacher Attitude and Implementation of LGBT-Inclusive Curriculum in the English Language Arts Classroom
From Awareness to Action: Teacher Attitude and Implementation of LGBT-Inclusive Curriculum in the English Language Arts Classroom
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从意识到行动：英语语言艺术课堂中 LGBT 包容性课程的教师态度与实施
DOI：
10.1177/2158244017739949
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发表时间：
2017
期刊：
影响因子：
2
通讯作者：
M. L. Page
中科院分区：
文献类型：
--
作者：
M. L. Page
这项调查研究描述了英语语言艺术教师在将女同性恋、男同性恋、双性恋或跨性别（LGBT）主题或角色融入他们的课程和课堂实践中的舒适程度。教师的年龄、舒适度、资源意识和实施水平之间存在显著的关系。虽然年轻教师对LGBT文本有更高的舒适度，但他们的资源意识水平和静态执行率较低。此外，LGBT课程材料的舒适度、认知度和实施度也与教师所在地区和宗教信仰强度相关，农村教师和宗教信仰强烈的教师的舒适度和实施度较低。支持资源的可用性，如同性恋-异性恋联盟（GSAs）和图书馆馆藏，以及教师对这些资源的认识，也进行了检查。指出了农村教师在实施包容lgbt的文学/课程时遇到的具体障碍。呼吁未来的研究和专业发展。
This survey research describes English language arts teachers’ comfort levels in integrating literature with lesbian, gay, bisexual, or transgender (LGBT) themes or characters into their curricula and classroom practices. Significant relationships were found between teachers’ age, comfort, awareness of resources, and implementation levels. Although younger teachers had higher comfort levels with LGBT texts, they displayed lower resource awareness levels and static implementation rates. In addition, comfort, awareness, and implementation of LGBT curriculum materials were also correlated with teacher location and with strength of religious belief, with rural teachers and strongly religious teachers displaying lower comfort and implementation levels. Availability of supportive resources such as gay–straight alliances (GSAs) and library holdings, as well as teachers’ awareness of these resources, is also examined. Specific barriers rural teachers encounter when implementing LGBT-inclusive literature/curriculum are identified. A call for future research and professional development is extended.