Parental Supports for/Barriers to Gender and Sexuality Diverse–Inclusive Education: Developing a Multidimensional Attitudinal Scale

• In Event: Marriott Roundtable Session 2
  In Roundtable Session: Measuring LGBTQ Experience: Students, Parents, and the Value of Support

Abstract

In many Australian states/territories, educators are advised that the inclusion of gender and sexuality diverse (GSD) curriculum content is dependent on perceived alignment with their school community ethos. However, no national study has explored parents’ perceptions of GSD-inclusive curriculum, namely why they might personally support such inclusions and/or why they might oppose them. In order to better understand parental perceptions of GSD-inclusive education, this study developed and piloted an original multidimensional measure of supports for and barriers to GSD-inclusive curriculum. Pilot testing revealed an 8-factor measure found to have excellent model fit and demonstrable factorial invariance across participant sub-cohorts. This attitudinal measure will have wide applicability by researchers interested in gauging large-scale trend data on variation in parental perceptions.

Authors

• Jacqueline Ullman, Western Sydney University, Sydney (Australia)

• Tania Ferfolja, University of Western Sydney

• Lucy Hobby, University of Western Sydney

• Tara Goldstein, OISE/University of Toronto