Teacher Researchers Learning to Advocate for Diversity in Sexual Identity and Gender Expression in Schools

Session Type: Symposium

Abstract

Lesbian, gay, bisexual, trans* queer, and questioning (LGBTQQ) and gender creative young people suffer hostility and limited access to educational attainment and well-being in schools. Research suggests that access to social, curricular, and adult support can significantly change this situation and make things better for LGBTQQ students, and all students, in schools. Nonetheless, many adults in schools insist that they cannot, or will not, make these changes. This panel of teachers and researchers shares research they have conducted within the context of a long-term teacher inquiry group aimed at understanding how LGBTQQ families and students experience schools in ways that are supportive or not, and why some adults feel able to do this work while others do not.

Sub Unit

• SIG-Teacher as Researcher

Chair

• Jill Marie Smith, The Ohio State University - Columbus

Papers

• Families Impacted by Homophobia, Heterosexism, and Transphobia in Schools - Mollie V. Blackburn, The Ohio State University

• Support and Nonsupport by LGBTQQ and Gender-Creative Students in Schools - Kim Swenson, Westerville City Schools; Courtney Johnson, Columbus City Schools

• Possibilities for and Barriers to Support: The Role of Teachers - Ryan Schey, The Ohio State University - Columbus; Dorothy Sutton, Metro Early College High School

• Possibilties for and Barriers to Support: The Role of Administrators and Other School Personnel - Caroline T. Clark, The Ohio State University - Columbus

Discussant

• Katherine Schultz, Mills College