Making It Better for LGBTQ Students Through LGBTQ-Inclusive Teacher Education: A Programmatic Case Study

• In Event: Normalizing LGBTQ Across the Curriculum

Abstract

This case study draws from qualitative and quantitative data about a post-secondary lesbian, gay, bisexual, transgender, and queer (LGBTQ)-inclusive initial license program (ILP) at a large-public university. The research demonstrates the confluence of policies, experiences, and voices that permitted the multicultural framing of this program. The study then explores the pedagogical strategies employed by the ILP across programs, including individual-identity self-study and reflection. Finally, the study shares findings about the LGBTQ-inclusive ILP including its strengths and weaknesses. This case study demonstrates and contributes to the development of exemplary practices for preparing new teachers’ to engage in culturally relevant pedagogy as it includes LGBTQ people and issues.

Authors

• Mary H. Hoelscher, Saint Paul Public Schools

• J.B. Mayo, University of Minnesota