Teachers' Perceptions of Heteronormativity in Elementary Schools: The Hidden and Evaded Curricula of Gender Diversity

• In Event: Roundtable Session 17
  In Roundtable Session: Investigating the Influence of K–12 Educator Perceptions on Curriculum and Practice

Abstract

The culture of elementary schools has a significant impact on a child’s academic, social, and emotional well-being. Unfortunately, research indicates that most schools in the US tend to perpetuate a heteronormative culture which denies, silences, and stigmatizes children who display any atypical gender behavior and/or are perceived to be lesbian or gay. The purpose of this study was to describe educators’ beliefs about, awareness of, and willingness to confront heteronormativity. Employing a combined framework of transformative, queer, and cultural theories, data were gathered to assess changes in perspectives. Results indicate that teachers 1) are fearful, 2) recognize barriers, 3) made growth in their willingness to act, 4) desire more support, and 5) acknowledge the need to begin early.

Authors

• Meg Goodhand, Durham Public Schools

• Kathleen M. Brown, University of North Carolina - Chapel Hill