"It's as Important, but It Isn't": Preservice Teachers' Perceptions of LGBTQ Children's Literature

• In Event: Reading Gender and Sexuality in K–12 Classrooms, U.S. and Saudi Arabian Contexts

Abstract

Preservice teachers at a large southwest university were read-aloud various children’s books that focused on themes such as gender equity or portrayed LGBTQ characters. Students indicated whether they would consider reading the books to their future students as classroom teachers. The responses ranged from willing to read to promote inclusiveness to refusing to read various books. Parental backlash was mentioned as one major source of discouragement. However, the students also exhibited their own reservations to bring up LGBTQ rights in the classroom as compared to racism and other civil rights notions. Implications for inclusiveness and creating safe spaces for students are touched upon.

Author

• Gilberto P. Lara, The University of Texas - San Antonio