The In/Exclusion of LGBT Issues in Preservice Education

Session Type: Symposium

Abstract

Homophobia and rigid gender norms permeate U.S. schools, often resulting in victimization and discrimination of lesbian, gay, bisexual, transgender (LGBT) youth and other youth who do not confirm to traditional gender expectations. Yet, educators can disrupt these damaging messages and offer needed support to marginalized youth, provided they have right preparation. This session will explore the content and potential benefits of LGBT inclusion in pre-service education from a variety of perspectives. By critically examining the representation of LGBT issues in education textbooks, multicultural education curricula, elementary teacher education, and school mental health professional training, these empirical papers will identify gaps and opportunities in educator preparation. Findings can provide direction for individual teacher educators and inform the teacher education field at large.

Sub Unit

• Division K - Teaching and Teacher Education / Section 4: Multicultural Education and social justice frameworks (Including English Language Learners & Special Education) in PK-12 classrooms

Cosponsor

• SIG-Queer Studies

Chair

• Emily Greytak, GLSEN

Papers

• Themes of LGBT Representation and Curricular Location Within Educator Preparation - Todd Jennings, California State University - San Bernardino

• The (In)visibility of LGBQ Bias and Liberation in U.S. Multicultural Teacher Education Courses - Paul Cameron Gorski, George Mason University

• The Role of Preservice Education in LGBT-Supportive Practices of Elementary Teachers - Emily Greytak, GLSEN

• Preparing School Counselors, Psychologists, and Social Workers to Support LGBT Students: The Role of Preservice Education and Training - Ryan M. Kull, GLSEN; Joseph G. Kosciw, Gay, Lesbian and Straight Education Network