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Journal articles on the topic 'Lesbian teachers'

To see the other types of publications on this topic, follow the link: Lesbian teachers.

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

Saraç, Leyla. "Attitudes of Future Physical Education Teachers in Turkey toward Lesbians and Gay Men." Psychological Reports 111, no. 3 (December 2012): 765–75. http://dx.doi.org/10.2466/11.06.21.pr0.111.6.765-775.

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This study explored male and female physical education majors' (149 men, 97 women) attitudes toward lesbians and gays in Turkey. The short form of the Attitudes toward Lesbians and Gay Men Scale was used to assess attitudes toward lesbians and gay men in relation to the education majors' sex, year of schooling, and whether or not he/she had a lesbian/gay friend or acquaintance. Female students had more positive attitudes toward gay men compared with males, and male and female students' attitudes toward lesbians were similar. Furthermore, no significant differences were found among the different cohort years in terms of attitudes toward lesbians and gay men. Results also revealed that students who had lesbian/gay friends or acquaintances held more positive attitudes toward gay men than those who did not. However, their attitudes were similar toward lesbians.

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2

Konikoff, Judith M. "Lesbian Teachers: An Invisible Presence." Teaching Education 6, no. 2 (December 1994): 155–56. http://dx.doi.org/10.1080/1047621940060219.

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3

Pérez-Testor, Carles, Julia Behar, Montse Davins, José Luís Conde Sala, José A. Castillo, Manel Salamero, Elisabeth Alomar, and Sabina Segarra. "Teachers' Attitudes and Beliefs about Homosexuality." Spanish journal of psychology 13, no. 1 (May 2010): 138–55. http://dx.doi.org/10.1017/s1138741600003735.

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Schools play a key role in transmitting attitudes towards sexual diversity. Many studies stress the importance of teachers' and other professionals' attitudes towards gay men and/or lesbian women. This study evaluates attitudes and prejudices toward homosexuality in a sample of 254 elementary and high school teachers in Barcelona and its surrounding area. The results obtained using a scale of overt and subtle prejudice and a scale of perceived discrepancy of values indicate that discrepancy between likely behavior and personal values was significantly greater in women, those who hold religious beliefs, churchgoers and people without any gay or lesbian acquaintances. Approximately 88% of the teachers showed no type of prejudiced attitudes towards gay men and lesbian women. The experience of proximity to gay men and/or lesbian women reduces not only the discrepancy between personal values and likely behavior but also the presence of homophobic prejudice. It would be advisable to expand specific teacher training in the subject of sexual diversity in order to reduce prejudicial attitudes, thus fostering non-stereotyped knowledge of homosexuality.

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4

Ferfolja, Tania. "Lesbian teachers, harassment and the workplace." Teaching and Teacher Education 26, no. 3 (April 2010): 408–14. http://dx.doi.org/10.1016/j.tate.2009.05.007.

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5

Lee, Catherine. "How do Lesbian, Gay and Bisexual Teachers Experience UK Rural School Communities?" Social Sciences 8, no. 9 (August 31, 2019): 249. http://dx.doi.org/10.3390/socsci8090249.

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This article examines how lesbian, gay and bisexual teachers in rural schools negotiate their sexual identities within the workplace. Although there has been progress towards LGBT (lesbian, gay, bisexual and transgender) inclusion for teachers in urban and suburban schools, this article shows that their rural counterparts often experience their school communities differently. A questionnaire gathered data from school teachers in the United Kingdom identifying as LGBT. Whilst a small number of transgender, gender queer and non-binary teachers completed the questionnaire, it is important to note that these teachers taught only in urban environments. In rural schools, respondents identified only as lesbian, gay or bisexual (LGB). Therefore, LGB is used when referring to the rural respondents in this study and LGBT is used when referring generally to the lesbian, gay, bisexual and transgender community. The experiences of teachers working in rural schools were compared with those working in urban or suburban school settings. Results showed that LGB teachers in rural communities lack the opportunity to speak their identity into existence at school, and often find their personal and professional identities incompatible, leading to low self-worth, depression and anxiety. The article shows that in rural school communities, traditional and conservative rural norms and values are compelling and are often protected at the expense of creating safe and inclusive workplaces for LGB teachers.

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6

Harris, Mary B., and Joy Griffin. "Stereotypes and Personal Beliefs about Women Physical Education Teachers." Women in Sport and Physical Activity Journal 6, no. 1 (April 1997): 49–83. http://dx.doi.org/10.1123/wspaj.6.1.49.

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In order to assess their cultural stereotypes and personal beliefs about women physical education teachers, we surveyed 196 individuals attending the 1995 American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) convention. Respondents felt that most Americans stereotyped women physical educators as masculine, aggressive, athletic, lesbian, and unintellectual. Their personal views were less extreme. Some differences in personal beliefs were found between men and women, and between lesbians, heterosexual men and heterosexual women. Occupation, age, and education were not importantly related to stereotyping. Open ended questions revealed both positive and negative aspects of physical education as a profession for women. Based upon the continued existence of some negative stereotypes, coupled with the low status of women physical educators, we suggest that the profession needs to increase its educational efforts and its appreciation of diversity.

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7

Lewis, Gregory B., and Howard E. Taylor. "Public Opinion Toward Gay and Lesbian Teachers." Review of Public Personnel Administration 21, no. 2 (June 2001): 133–51. http://dx.doi.org/10.1177/0734371x0102100203.

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8

Olson, Myrna R. "A Study of Gay and Lesbian Teachers." Journal of Homosexuality 13, no. 4 (July 10, 1987): 73–81. http://dx.doi.org/10.1300/j082v13n04_04.

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9

Shin, Kyunghee. "Examining the Experiences of Lesbian Prospective Kindergarten Teachers." Pacific Early Childhood Education Research Association 13, no. 1 (January 31, 2019): 85–106. http://dx.doi.org/10.17206/apjrece.2019.13.1.85.

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10

Ferfolja, Tania. "Discourses that silence: teachers and anti-lesbian harassment." Discourse: Studies in the Cultural Politics of Education 29, no. 1 (March 2008): 107–19. http://dx.doi.org/10.1080/01596300701802805.

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11

Beren, Megan. "Gay and Lesbian Families in the Early Childhood Classroom: Evaluation of an Online Professional Development Course." LEARNing Landscapes 7, no. 1 (July 1, 2013): 61–79. http://dx.doi.org/10.36510/learnland.v7i1.630.

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Including families is an important theme in the early childhood classroom. Teachers, however, report feeling unprepared when a child’s family is composed of same-sex parents. Gay and lesbian families, in turn, feel invisible, silenced, and excluded. Overall, the topic is rarely covered in teacher education programs—in response, an online course on gay and lesbian families was developed. Teachers assessed the knowledge conveyed, comfort with the content, and helpfulness of the tools provided. The findings confirmed that most teachers had received no pre-service or professional development training on the topic. The majority wanted training that included tools for being inclusive and welcoming.

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12

Fair, Randy. "Addressing Sexual Identity in Literature: Teachers’ Perceptions and Comfort Levels." Talking Points 15, no. 1 (October 1, 2003): 7–10. http://dx.doi.org/10.58680/tp20032963.

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13

Hermann-Wilmarth, Jill M. "Full Inclusion: Understanding the Role of Gay and Lesbian Texts and Films in Teacher Education Classrooms." Language Arts 84, no. 4 (March 1, 2007): 347–56. http://dx.doi.org/10.58680/la20075645.

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This paper identifies some of the resources the author has found and used to help future teachers become fully inclusive teachers, particularly of early elementary students. Through sharing these resources—children’s literature, a children’s literature textbook, edited books for teacher educators and pre- and inservice teachers, and a video—the author engages with issues that face teacher educators who are interested in including the perspectives and concerns of gay and lesbian families and students in their literacy education classrooms. In relation to these resources, she asks the following questions: How can teacher educators better prepare their pre- and inservice teachers to address gay and lesbian issues in elementary school classrooms? What kinds of resistance should teacher educators be prepared for from their students? What types of literature and literacy strategies would support a goal of full inclusion?

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M. Hermann–Wilmarth, Jill. "More than Book Talks: Preservice Teacher Dialogue after Reading Gay and Lesbian Children’s Literature." Language Arts 87, no. 3 (January 1, 2010): 188–98. http://dx.doi.org/10.58680/la201029426.

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In this paper, the author looks at how she attempted to teach her students’preservice teachers;“;to engage in dialogic conversation about gay and lesbian identity using children’s literature with gay and lesbian characters as a jumping off point. Through her analysis, the author has identified two requirements for dialogic conversation among students with divergent approaches to an issue: time and practice.

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15

McKenzie-Bassant, Claudette. "Lesbian Teachers Walking the Line between Inclusion and Exposure." International Journal of Art & Design Education 26, no. 1 (February 2007): 54–62. http://dx.doi.org/10.1111/j.1476-8070.2007.00510.x.

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16

Maney, Dolores W., and Richard E. Cain. "Preservice Elementary Teachers' Attitudes Toward Gay and Lesbian Parenting." Journal of School Health 67, no. 6 (August 1997): 236–41. http://dx.doi.org/10.1111/j.1746-1561.1997.tb06313.x.

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17

Steggert, Stacey. "School's out: Gay and lesbian teachers in the classroom,." Journal of LGBT Youth 15, no. 2 (December 21, 2017): 132–34. http://dx.doi.org/10.1080/19361653.2017.1405758.

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18

Bower, Laura A. "Standing up for Diversity: Lesbian Mothers' Suggestions for Teachers." Kappa Delta Pi Record 44, no. 4 (July 2008): 181–83. http://dx.doi.org/10.1080/00228958.2008.10516520.

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19

Rudoe, Naomi. "Lesbian teachers' identity, power and the public/private boundary." Sex Education 10, no. 1 (February 2010): 23–36. http://dx.doi.org/10.1080/14681810903491347.

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20

Ferfolja, Tania, and Lucy Hopkins. "The complexities of workplace experience for lesbian and gay teachers." Critical Studies in Education 54, no. 3 (October 2013): 311–24. http://dx.doi.org/10.1080/17508487.2013.794743.

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21

Carden, Kailah R., Sabina E. Vaught, Arturo Muñoz, Vanessa Pinto, Cecilia Vaught, and Maya Zeigler. "A Critical Archival Pedagogy: The Lesbian Herstory Archives and a Course in Radical Lesbian Thought." Radical Teacher 105 (July 7, 2016): 23–32. http://dx.doi.org/10.5195/rt.2016.275.

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This paper is the story of a critical archival pedagogy that emerged through the undergraduate course Radical Lesbian Thought. As teachers and students, we dialogically co-constructed the praxis and content of the course throughout the semester. We employed archives throughout the course as theory, site, and pedagogy. In this paper we identify three archival frameworks: dialogue and difference, collaborative knowledge production, and archival methodology; and detail how they informed three course activities: reading and writing archival letters, visiting the Lesbian Herstory Archives, and completing final archival projects. We argue that archives provide theoretical and practical opportunities, in the tradition of critical pedagogy, to challenge and rearrange powered classroom structures and practices of thought.

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22

Lee, Catherine. "Courageous Leaders: Promoting and supporting diversity in school leadership development." Management in Education 34, no. 1 (October 8, 2019): 5–15. http://dx.doi.org/10.1177/0892020619878828.

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This article examines the effect of the United Kingdom’s first LGBT (lesbian, gay, bisexual and transgender) School Leadership programme. Based on the values of authentic leadership, promoting inclusion, celebrating diversity, accepting difference, challenging the status quo and achieving social justice, the Courageous Leaders programme provided mentoring, training and support for LGBT teachers aspiring to become school leaders. Utilising Social Phenomenology as methodological framework, the article considers the written reflections of a single cohort of 10 lesbian and gay teacher participants to reflect on the way in which Courageous Leaders affected their professional identities and behaviours.

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23

Kahn, Michele, and Paul C. Gorski. "The Gendered and Heterosexist Evolution of the Teacher Exemplar in the United States: Equity Implications for LGBTQ and Gender Nonconforming Teachers." International Journal of Multicultural Education 18, no. 2 (June 20, 2016): 15. http://dx.doi.org/10.18251/ijme.v18i2.1123.

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<p>Challenges confront lesbian, gay, bisexual, queer, and transgender public school teachers or those who are perceived as such or who desire to be open about their sexual orientations or gender identities or expression. Teachers who do not conform to gender and sexual orientation norms currently are and historically have been the subject of persecution, urban myths, and general hysteria—part of bigger efforts to normalize heterosexuality and cisgender-ness through the development of a distinctive “exemplar” related to who teachers should be. We examine the related historical and legal context of gender and sexuality in schools and then offer suggestions regarding how to redress the lingering impacts of gender- and heteronormativity.</p>

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24

Eckes, Suzanne E., and Martha M. McCarthy. "GLBT Teachers: The Evolving Legal Protections." American Educational Research Journal 45, no. 3 (September 2008): 530–54. http://dx.doi.org/10.3102/0002831208314764.

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Gay, lesbian, bisexual, and transgendered (GLBT) public school educators’ rights have not been clearly delineated by the courts. As such, the outcomes in legal controversies involving adverse employment consequences based on teachers’ sexual orientation have varied somewhat across jurisdictions and have been decided on a case-by-case basis. To examine the evolving law in this arena, this article analyzes all litigation pertaining to GLBT educators and antidiscrimination statutory provisions in all 50 states. By identifying and examining federal and state protections, this research contributes to an understanding of the role that legal requirements play in protecting GLBT public employees. Based on the comprehensive analysis of litigation and legislation, this article offers model statutory language to protect GLBT public employees.

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25

Kissen, Rita M. "The Last Closet: The Real Lives of Lesbian and Gay Teachers." College Composition and Communication 51, no. 2 (December 1999): 314. http://dx.doi.org/10.2307/359049.

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26

Neary, Aoife. "Lesbian and gay teachers’ experiences of ‘coming out’ in Irish schools." British Journal of Sociology of Education 34, no. 4 (July 2013): 583–602. http://dx.doi.org/10.1080/01425692.2012.722281.

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27

Koerner, Marn E., and Patricia Hulsebosch. "Preparing Teachers to Work with Children of Gay and Lesbian Parents." Journal of Teacher Education 47, no. 5 (November 1996): 347–54. http://dx.doi.org/10.1177/0022487196047005004.

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28

Kahn, Michele Malamud. "Conservative Christian teachers: possible consequences for lesbian, gay and bisexual youth." Intercultural Education 17, no. 4 (October 2006): 359–71. http://dx.doi.org/10.1080/14675980600971368.

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29

DONAHUE, DAVID. "And They Were Wonderful Teachers: Florida's Purge of Gay and Lesbian Teachers by Karen L. Graves." Gender & History 22, no. 2 (July 13, 2010): 510–11. http://dx.doi.org/10.1111/j.1468-0424.2010.01602_33.x.

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30

Anne Shelton, Stephanie. "A Narrative Examination of Sociocultural Factors’ Effects on LGBTQ Teacher Ally Work." English Education 51, no. 3 (April 1, 2019): 292–315. http://dx.doi.org/10.58680/ee201930077.

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Research has demonstrated supportive teachers’ importance in the success and safety of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students. However, few researchers study the degrees to which sociocultural factors and actors shape teachers’ efforts to build LGBTQ-positive classrooms. This article is part of a larger longitudinal study that examined novice English teachers’ attempts to build LGBTQ teacher ally identities. Participant narratives suggested that school-based cultural norms, including understandings of gender and standardized testing, heavily informed the ways in which a secondary English teacher was able to be a teacher ally.

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31

Müller, Johannes, and Nicola Böhlke. "How Lesbian, Gay, and Bisexual Teachers Experience Physical Education—A Systematic Review of Qualitative Studies." Sexes 4, no. 1 (January 26, 2023): 65–79. http://dx.doi.org/10.3390/sexes4010007.

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Research on sexual diversity in physical education (PE) focuses primarily on students and rarely on teachers. Against this background, this study takes a look at teachers and explores the question of how lesbian, gay, and bisexual (LGB) teachers experience PE. Our study was conceived as a systematic literature review of qualitative studies published between 1990 and 2022. The processual study selection was carried out according to PRISMA. A total of nine studies were identified that met our inclusion criteria. We analyzed and compared the findings of these studies. On an overarching level, our analysis shows that the identified studies predominantly focus on the challenges and problems associated with the sexuality of LGB teachers. Furthermore, our analysis shows that the PE teachers interviewed in the studies perceive and anticipate school as a homophobic context. From the teachers’ perspective, PE is a special subject that they experience as particularly risky due to their sexuality. Against the backdrop of these experiences, many PE teachers use protective strategies, which mainly consist of hiding their own sexuality and ignoring the perceived homophobia. In the end, research implications are discussed, highlighting the need for ongoing research on LGB PE teachers.

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32

Lewis, Gregory B., and Reynold V. Galope. "Support for Lesbian and Gay Rights: How and Why the South Differs from the Rest of the Country." American Review of Politics 34 (November 1, 2013): 271–97. http://dx.doi.org/10.15763/issn.2374-779x.2014.34.0.271-297.

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The South provides far fewer legal protections for lesbian, gay, bisexual, and transgender Americans than does the rest of the country. Because state gay rights policies strongly reflect public opinion, trends in and the causes of Southerners' stronger opposition to homosexuality and gay rights are key to the future of lesbian and gay rights in the region. Using data for over 200,000 respondents to over 150 surveys, we assess the width, stability, and roots of Southern differences in beliefs about whether homosexual sex should be legal, schools should employ lesbian and gay teachers, same-sex marriage should be legal, and homosexual relations are "not wrong at all." We find strong and stable regional divergences that owe much to Southerners' greater religiosity, conervatism, and Republican party identification and their higher probabilities of being evangelical Protestants and African Americans. Migration patterns seem to maintain rather than to narrow or widen regional differences on gay rights.

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33

Hooker, Steven D. "Can gay and lesbian educators form authentic relationships in their school communities?" Education, Citizenship and Social Justice 14, no. 1 (March 13, 2018): 82–98. http://dx.doi.org/10.1177/1746197918760223.

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The purpose of this study was to determine how gay and lesbian teachers who are out or closeted form and maintain relationships with members of their school community. A total of 11 gay and lesbian public and Catholic school educators from rural, suburban, and urban schools were interviewed. Each of these educators negotiated their sexual identities differently within their school communities, allowing them to form or not form relationships with colleagues, students, and parents. Descriptors such as age, experience level, and school setting, however, did not affect how open they were to establish authentic relationships with others in their schools. Most of these educators were unable to negotiate their sexual identity with their teacher identity due to fear of being authentic due to possible harassment and even being fired, keeping them from forming any meaningful relationships in their workplace settings. This study does, however, have strong implications toward developing policies that are inclusive for all lesbian and gay members of the school community.

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34

Roncaglia, Irina. "Conference Review: The BPS Quinquennial Conference University of Manchester 30^thMarch- 2^ndApril 2005." PsyPag Quarterly 1, no. 56 (September 2005): 37–42. http://dx.doi.org/10.53841/bpspag.2005.1.56.37.

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Organised by the BPS in parallel with The Division of Clinical Psychology (DCP), Division of Counselling Psychology (DcoP), Division of Sport & Exercise Psychology (DSEP), Division of Teachers & Researchers in Psychology, Lesbian & Gay Psychology Section, History & Philosophy of Psychology Section and the Student members group (SMG).

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35

Tatulescu, Petruta. "Gender and Identity at Boarding Schools: Outcast Teachers in Maedchen in Uniform (1958) vs Loving Annabelle (2006)." CINEJ Cinema Journal 1 (August 4, 2011): 140–47. http://dx.doi.org/10.5195/cinej.2011.16.

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“Loving Annabelle”, a US film released in 2006, tells the story of a boarding school student who falls in love with her teacher. The movie is based on “Maedchen in Uniform”, a German movie released in 1958. This paper aims at analyzing the perception of love, and in particular lesbian love, over the course of a century by dealing with the comparison between the two movies. What has changed and what keeps a similar position in terms of severe rules in the context of the boarding school environment, religion, physical and platonic love? What roles do the family and the teachers play? The teacher becomes an outcast in both movies, yet her character contains a dual and ambivalent role: lover and mother-figure at the same time. Is the microcosm of a boarding school representative for the developments registered in lesbian lives over the past decades and if so, at which extent? Does the movie as a medium reflect the shift in an appropriate manner?

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36

Daniel, Patricia L. "Invitation to All: Welcoming Gays and Lesbians into My Classroom and Curriculum." English Journal 96, no. 5 (May 1, 2007): 75–80. http://dx.doi.org/10.58680/ej20075796.

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Encouraging teachers to create safe schools by challenging homophobic remarks, using inclusive language and materials, and providing literature that depicts gay and lesbian characters and concerns, Patricia L. Daniel recommends a list of resources and strategies for communicating to students and the school community an “acceptance of all people in the classroom.”

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37

Allan, Christina. "Poets of Comrades: Addressing Sexual Orientation in the English Classroom." English Journal 88, no. 6 (July 1, 1999): 97–101. http://dx.doi.org/10.58680/ej1999472.

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Discusses issues related to young gay and lesbian students in high school English classes. Offers two examples of addressing gay issues in class, and discusses reading and writing around gay issues. Lists several strategies English teachers can use to reduce stereotyping and create an open environment for self-exploration and expression around sexuality.

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38

Paparo and Sweet. "Negotiating Sexual Identity: Experiences of Two Gay and Lesbian Preservice Music Teachers." Bulletin of the Council for Research in Music Education, no. 199 (2014): 19. http://dx.doi.org/10.5406/bulcouresmusedu.199.0019.

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39

Ferfolja, Tania. "Institutional Silence: Experiences of Australian Lesbian Teachers Working in Catholic High Schools." Journal of Gay & Lesbian Issues in Education 2, no. 3 (April 19, 2005): 51–66. http://dx.doi.org/10.1300/j367v02n03_05.

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40

Rudoe, Naomi. "Lesbian and gay teachers and sex/uality education policy enactment in schools." Discourse: Studies in the Cultural Politics of Education 39, no. 6 (April 7, 2017): 926–40. http://dx.doi.org/10.1080/01596306.2017.1310085.

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41

Bridgman, Becky L. "Queer Girls in Class: Lesbian Teachers and Students Tell Their Classroom Stories." Journal of LGBT Youth 9, no. 1 (January 2012): 72–75. http://dx.doi.org/10.1080/19361653.2012.627504.

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42

Watson, Ryan J., Arnold H. Grossman, and Stephen T. Russell. "Sources of Social Support and Mental Health Among LGB Youth." Youth & Society 51, no. 1 (July 20, 2016): 30–48. http://dx.doi.org/10.1177/0044118x16660110.

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Disparities in psychosocial adjustment have been identified for lesbian, gay, and bisexual (LGB) youth, yet research that explores multiple sources of social support among subgroups of LGB youth is sparse. Social support theory is used as a framework to analyze the ways that different sources of support might promote better psychosocial adjustment for LGB youth. Data from a diverse sample among LGB youth ( N = 835) were used to understand how social support from a close friend, teachers, classmates, and parents might be differently associated with depression and self-esteem. We found that parent support and its importance to the participant were consistently related to higher self-esteem and lower depression for all youth, except for lesbians for whom no forms of social support were associated with self-esteem. Teacher and classmate support influenced some subgroups more than others. These results provide parents, clinicians, and schools a roadmap to assist youth navigate supports.

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43

Page, Michelle L. "From Awareness to Action: Teacher Attitude and Implementation of LGBT-Inclusive Curriculum in the English Language Arts Classroom." SAGE Open 7, no. 4 (October 2017): 215824401773994. http://dx.doi.org/10.1177/2158244017739949.

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This survey research describes English language arts teachers’ comfort levels in integrating literature with lesbian, gay, bisexual, or transgender (LGBT) themes or characters into their curricula and classroom practices. Significant relationships were found between teachers’ age, comfort, awareness of resources, and implementation levels. Although younger teachers had higher comfort levels with LGBT texts, they displayed lower resource awareness levels and static implementation rates. In addition, comfort, awareness, and implementation of LGBT curriculum materials were also correlated with teacher location and with strength of religious belief, with rural teachers and strongly religious teachers displaying lower comfort and implementation levels. Availability of supportive resources such as gay–straight alliances (GSAs) and library holdings, as well as teachers’ awareness of these resources, is also examined. Specific barriers rural teachers encounter when implementing LGBT-inclusive literature/curriculum are identified. A call for future research and professional development is extended.

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44

Smith-Silverman, Sara. "“Gay Teachers Fight Back!”: Rank-and-File Gay and Lesbian Teachers’ Activism against the Briggs Initiative, 1977–1978." Journal of the History of Sexuality 29, no. 1 (January 2020): 79–107. http://dx.doi.org/10.7560/jhs29104.

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45

FERFOLJA, TANIA. "Australian Lesbian Teachers-a reflection of homophobic harassment of high school teachers in New South Wales government schools." Gender and Education 10, no. 4 (December 1998): 401–15. http://dx.doi.org/10.1080/09540259820835.

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46

GRAVES, KAREN. "Doing the Public's Business: Florida's Purge of Gay and Lesbian Teachers, 1959–1964." Educational Studies 41, no. 1 (April 9, 2007): 7–32. http://dx.doi.org/10.1080/00131940701308197.

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47

Murphy, Meghan. "How organisational culture influences teachers' support of openly gay, lesbian and bisexual students." Sex Education 15, no. 3 (February 23, 2015): 263–75. http://dx.doi.org/10.1080/14681811.2015.1004571.

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48

de Gabriel, Narciso, Francisco Vázquez García, and Renée DePalma. "Defining desire: (Re)storying a “fraudulent” marriage in 1901 Spain." Sexualities 23, no. 3 (December 11, 2018): 287–306. http://dx.doi.org/10.1177/1363460718817159.

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In the second half of the 19th century, two Spanish primary school teachers were married despite the fact that their legal status as women rendered this union not only illegal but also publicly scandalous. In 2008 their story was resurrected in the form of a book based on an extensive review of educational, legal, and media archives. The Spanish press responded to the book’s publication by embedding the events within a more recent historical narrative around the struggle for gay marriage rights. In this article, we analyze the events in light of the understandings of sex, gender and sexuality that were available at the time, and then explore both the continuities and discontinuities with the modern interpretive framework that affords these women a lesbian identity, drawing upon Bennett’s notion of “lesbian-like” practices in eras where such identities were not yet conceptualized.

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Graves, Karen. "Presidential Address: Political Pawns in an Educational Endgame: Reflections on Bryant, Briggs, and Some Twentieth-Century School Questions." History of Education Quarterly 53, no. 1 (February 2013): 1–20. http://dx.doi.org/10.1111/hoeq.12000.

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The whole question of whether or not homosexual teachers should be allowed in the classroom is academic. We are in the classroom, in virtually every school in the country, teaching effectively at every level in both public and private schools.—Michael Greene, 1977Newsweek ran an article on “The Homosexual Teacher” in December 1978. At the end of a tumultuous two-year period framed by Anita Bryant's anti-gay campaign in South Florida and John Briggs' proposition to bar gay and lesbian educators from working in California public schools, reporters concluded, “Most homosexual teachers are deeply plagued by job anxiety.” That observation likely came as no surprise.

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Thein, Amanda Haertling. "Language Arts Teachers’ Resistance to Teaching LGBT Literature and Issues." Language Arts 90, no. 3 (January 1, 2013): 169–80. http://dx.doi.org/10.58680/la201322101.

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In recent years, scholars and other educators have encouraged language arts teachers to include LGBT (Lesbian, Gay, Bisexual, Transgender) issues and texts in their classrooms. Despite these efforts, scholars have pointed out that LGBT perspectives are seldom included in language arts pedagogy. Studies of teacher attitudes toward addressing LGBT themes in the language arts classroom suggest that teachers’ conflicted beliefs about these issues are at play in this absence. This study examines the discursive strategies used by current and prospective language arts teachers in an online course on multicultural literature instruction to justify and qualify why they held anti-homophobic views but simultaneously could not or would not teach LGBT texts and issues in their classrooms. This study provides useful implications for language arts teachers and teacher educators aimed at questioning status quo discourses and taking up more active stances toward combating homophobia and heteronormativity in language arts classrooms.

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