Teachers' LGBT-Related Efforts: The Roles of Professional Development and Self-Efficacy

• In Event: Roundtable Session 42
  In Roundtable Session: LGBTQ Teachers, Faculty, and Professional Development

Abstract

Homophobia and rigid gender norms permeate U.S. schools, often resulting in victimization and discrimination of lesbian, gay, bisexual, transgender (LGBT) youth. Yet, teachers can provide much needed support and disrupt these damaging messages. However, little is known about teachers’ efforts to do so, including what can facilitate those efforts. Through descriptive statistics and regression analyses with a national sample of secondary teachers, this paper documents teachers’ efforts to address LGBT issues in schools and the preparation provided to them to do so. Findings indicate that professional development contributes to teachers’ efforts, even though most teachers do not receive professional development. Findings also demonstrate the importance of self-efficacy. This paper will provide direction for teacher educators and schools.

Author

• Emily Greytak, GLSEN:Gay, Lesbian & Straight Education Network