English/Language Arts Teachers’ Comfort and Awareness Levels Related to LGBT-Inclusive Literature and Curriculum

• In Event: Roundtable Session 9
  In Roundtable Session: LGBT Perspectives and Experiences in Education

Abstract

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. Barriers to integrating LGBT-inclusive literature/curriculum are described as are relationships between teachers’ comfort levels and characteristics such as age, community size, and religious belief. Availability of supportive resources such as gay-straight alliances (GSAs) and library holdings and teachers’ awareness of these resources are also examined.

Author

• Michelle L. Page, University of Minnesota - Morris