A Systematic Literature Review of High School Teachers’ Attitudes Toward, Perceptions of, and Competence for Teaching LGBT Students

• In Event: Educators, Youth, and Policy Mediation and Sensemaking at the Local Level

Abstract

This study aimed to investigate high school teachers’ attitudes, perceptions and competence towards LGBT students. A systematic literature review of 33 articles found that although high school teachers’ perceptions and attitudes towards homosexuality, homophobic bullying, and integration of related issues in the classroom can be both negative and positive, their attitudes towards LGBT students are mostly positive. Teachers’ lack of inclusivity was mostly attributed to heteronormativity, personal values, fear of losing their jobs, lack of support from administrators, parents and other staff members, fear of disapproval from them, and lack of training. Teachers’ perceived competence towards inclusivity depends on their training, age, years of experience, gender, religion, school type and school region as well as their own sexual orientation.

Authors

• Servet Altan, MEF University

• Emine Ecenaz Selimhocaoglu, Bilkent University

• Aikaterini Michou, Bilkent University