Teachers' Beliefs About LGBTQ Students, Inclusive Curriculum, and Instruction: A Literature Review

• In Event: Schools Working to Support Gender and Sexual Diversities

Abstract

Teachers’ beliefs are a powerful catalyst that inform the kinds of learning experiences afforded to students. Positive, affirmative, and inclusive LGBTQ-oriented beliefs can serve as a foundation upon which to enact pedagogies that counter heteronormativity, homophobia, and transphobia. While prior research has investigated beliefs about diverse student populations, a synthesis of the literature on beliefs about LGBTQ students, topics, and themes represents a gap in the scholarly knowledge-base. The purpose of this study was to review the literature on practicing (i.e., in-service) teachers’ beliefs about LGBTQ identities and practices. The study included 82 peer-reviewed empirical inquiries representing 14 different countries. Findings shed light on beliefs in three domains: beliefs about LGBTQ students, about LGBTQ inclusive curriculum, and LGBTQ inclusive instruction.

Authors

• Adrian D. Martin, New Jersey City University

• Kristina Marie Diminich, New Jersey City University

• Nicole Christine Leibowitz, New Jersey City University

• Tatiana Reyes