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Artículos de revistas sobre el tema "Gay teachers"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 30 de julio de 2024

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1

Haddad, Zaid. "Understanding Identity and Context in the Development of Gay Teacher Identity: Perceptions and Realities in Teacher Education and Teaching". Education Sciences 9, n.º 2 (18 de junio de 2019): 145. http://dx.doi.org/10.3390/educsci9020145.

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The way a teacher perceives relational justice—the feeling of being treated equitably and being included—in their work context is central to understanding the negotiation and enactment of teacher identity. For LGBTQ teachers, the degree to which they are out of the closet with their students and colleagues leads to many possible outcomes. These outcomes, ranging from feeling like they need to live duplicitous lives to being activist teachers that subvert the heteronormative assumptions in schools and curricula, are studied here by examining the identity development of a group of gay teachers and their perceptions of the schools in which they work. This article is based on a dissertation study that theorized that the heteronormative nature of teacher education is a limiting factor for gay teachers’ abilities to work and thrive in school contexts. The study included in depth case studies of four gay teachers and their journeys as gay men and teachers. The goal of the study was to answer the question: Does the enactment of gay teacher identity interrupt heteronormativity in schools? The study also sought to answer two ancillary questions: (1) How do gay teachers negotiate gay teacher identity in schools? and, (2) How do school contexts impact gay teachers’ perceptions of identity-based motivation and relational justice? This article will focus on Peter Ryan’s (pseudonym) case study, specifically because of its emblematic nature in summarizing the intent and implications of the overall study.

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Pérez-Testor, Carles, Julia Behar, Montse Davins, José Luís Conde Sala, José A. Castillo, Manel Salamero, Elisabeth Alomar y Sabina Segarra. "Teachers' Attitudes and Beliefs about Homosexuality". Spanish journal of psychology 13, n.º 1 (mayo de 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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3

Lewis, Gregory B. y Howard E. Taylor. "Public Opinion Toward Gay and Lesbian Teachers". Review of Public Personnel Administration 21, n.º 2 (junio de 2001): 133–51. http://dx.doi.org/10.1177/0734371x0102100203.

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4

Olson, Myrna R. "A Study of Gay and Lesbian Teachers". Journal of Homosexuality 13, n.º 4 (10 de julio de 1987): 73–81. http://dx.doi.org/10.1300/j082v13n04_04.

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5

Saraç, Leyla. "Attitudes of Future Physical Education Teachers in Turkey toward Lesbians and Gay Men". Psychological Reports 111, n.º 3 (diciembre de 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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6

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, n.º 1 (enero de 2020): 79–107. http://dx.doi.org/10.7560/jhs29104.

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7

Lee, Catherine. "How do Lesbian, Gay and Bisexual Teachers Experience UK Rural School Communities?" Social Sciences 8, n.º 9 (31 de agosto de 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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8

Allan, Christina. "Poets of Comrades: Addressing Sexual Orientation in the English Classroom". English Journal 88, n.º 6 (1 de julio de 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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9

Page, Michelle L. "From Awareness to Action: Teacher Attitude and Implementation of LGBT-Inclusive Curriculum in the English Language Arts Classroom". SAGE Open 7, n.º 4 (octubre de 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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10

Añonuevo, Rick y Gerry Digo. "Identities and Roles of Gay and Bisexual Teachers in Rural Philippines". East Asian Journal of Multidisciplinary Research 2, n.º 3 (30 de marzo de 2023): 1299–312. http://dx.doi.org/10.55927/eajmr.v2i3.3507.

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This study utilized a descriptive exploratory approach to explore the identities and roles of gay and bisexual teachers in their workplace. The ten informants were purposively chosen. Interviews, focus group discussions, and direct and participant observation were the data-gathering procedures employed in the study. To dig deeper into their identities and roles, thematic analysis was used. The study revealed that the profile of gay and bisexual teachers varied from one another. Further, the informants identify with their preferred gender identities and characterize their roles and duties as teachers who are committed, competent, creative, and compliant. Training and seminars on gender mainstreaming issues may be strengthened to foster gender-responsive schools toward safe and inclusive spaces for LGBT teachers.

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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, n.º 1 (1 de julio de 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

King, James R. "The (Im)possibility of Gay Teachers for Young Children". Theory Into Practice 43, n.º 2 (2004): 122–27. http://dx.doi.org/10.1353/tip.2004.0019.

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13

Maney, Dolores W. y Richard E. Cain. "Preservice Elementary Teachers' Attitudes Toward Gay and Lesbian Parenting". Journal of School Health 67, n.º 6 (agosto de 1997): 236–41. http://dx.doi.org/10.1111/j.1746-1561.1997.tb06313.x.

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14

Steggert, Stacey. "School's out: Gay and lesbian teachers in the classroom",. Journal of LGBT Youth 15, n.º 2 (21 de diciembre de 2017): 132–34. http://dx.doi.org/10.1080/19361653.2017.1405758.

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15

King, James R. "The (Im)possibility of Gay Teachers for Young Children". Theory Into Practice 43, n.º 2 (mayo de 2004): 122–27. http://dx.doi.org/10.1207/s15430421tip4302_5.

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16

Nixon, David y Nick Givens *. "‘Miss, you're so gay.’ Queer stories from trainee teachers". Sex Education 4, n.º 3 (octubre de 2004): 217–37. http://dx.doi.org/10.1080/1468181042000243321.

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17

Fair, Randy. "Addressing Sexual Identity in Literature: Teachers’ Perceptions and Comfort Levels". Talking Points 15, n.º 1 (1 de octubre de 2003): 7–10. http://dx.doi.org/10.58680/tp20032963.

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18

Hermann-Wilmarth, Jill M. "Full Inclusion: Understanding the Role of Gay and Lesbian Texts and Films in Teacher Education Classrooms". Language Arts 84, n.º 4 (1 de marzo de 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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19

Piper, Heather y Pat Sikes. "All Teachers Are Vulnerable but Especially Gay Teachers: Using Composite Fictions to Protect Research Participants in Pupil—Teacher Sex-Related Research". Qualitative Inquiry 16, n.º 7 (9 de junio de 2010): 566–74. http://dx.doi.org/10.1177/1077800410371923.

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20

GRAYDON, MICHAEL. "“Kids Not Rights, is Their Craving”: Sex Education, Gay Rights, and the Threat of Gay Teachers". Canadian Review of Sociology/Revue canadienne de sociologie 48, n.º 3 (agosto de 2011): 313–39. http://dx.doi.org/10.1111/j.1755-618x.2011.01267.x.

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21

Mayernick, Jason. "The Gay Teachers Association of NYC and LGB Students: 1974–1985". Teachers College Record: The Voice of Scholarship in Education 122, n.º 9 (septiembre de 2020): 1–30. http://dx.doi.org/10.1177/016146812012200906.

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Background/Context This study deals with an intersection of educational history, queer history, and labor history involving the activities of lesbian, gay, and bisexual (LGB) teachers. The history of LGBT teachers, particularly before the 1990s, has been addressed by only a handful of historians. The prior research most relevant to this study is Jackie Blount's Fit to Teach: Same-Sex Desire, Gender, and School Work in the Twentieth Century (2006) and Karen Graves's And They Were Wonderful Teachers (2009). Purpose/Objective/Research Question/Focus of Study This study focuses on the activities of the Gay Teachers Association of New York City (GTA) between 1974 and 1985 as they related to teachers’ job security and the safety of LGB students in NYC public schools. It aims to illustrate the sense of responsibility toward LGB students developed by members of the GTA and how they acted on that responsibility. Research Design This is a historical study, relying primarily on archival research and secondarily on interviews conducted by the author. Conclusions/Recommendations The teachers of the GTA developed a comprehensive concept of their responsibility as LGB educators. They came to believe that they had a particular responsibility to LGB students. Finally, GTA members actively pursued equity for LGB students in New York City's public schools through counseling, community outreach, political lobbying, and public debate.

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22

Ferfolja, Tania y Lucy Hopkins. "The complexities of workplace experience for lesbian and gay teachers". Critical Studies in Education 54, n.º 3 (octubre de 2013): 311–24. http://dx.doi.org/10.1080/17508487.2013.794743.

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23

J.B. Mayo Jr. "Gay Teachers' Negotiated Interactions with Their Students and (Straight) Colleagues". High School Journal 92, n.º 1 (2008): 1–10. http://dx.doi.org/10.1353/hsj.0.0007.

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24

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, n.º 1 (febrero de 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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25

M. Hermann–Wilmarth, Jill. "More than Book Talks: Preservice Teacher Dialogue after Reading Gay and Lesbian Children’s Literature". Language Arts 87, n.º 3 (1 de enero de 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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26

Kahn, Michele y 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, n.º 2 (20 de junio de 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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27

DONAHUE, DAVID. "And They Were Wonderful Teachers: Florida's Purge of Gay and Lesbian Teachers by Karen L. Graves". Gender & History 22, n.º 2 (13 de julio de 2010): 510–11. http://dx.doi.org/10.1111/j.1468-0424.2010.01602_33.x.

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Eckes, Suzanne E. y Martha M. McCarthy. "GLBT Teachers: The Evolving Legal Protections". American Educational Research Journal 45, n.º 3 (septiembre de 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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Lewis, Gregory B. y 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 (1 de noviembre de 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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30

Lander, Roderick. "Queer English Language Teacher Identity: A Narrative Exploration in Colombia". Profile: Issues in Teachers´ Professional Development 20, n.º 1 (1 de enero de 2018): 89–101. http://dx.doi.org/10.15446/profile.v20n1.63658.

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This article presents partial results of research exploring links between language teacher identity and queer identity in English language teachers working in Colombia. Three gay male teachers participated in a narrative research project framed within a poststructural perspective on identity. I conducted and recorded semi-structured interviews with the participants and then carried out a thematic analysis of these interviews which led to the emergence of three main themes. Here, I present the most prevalent theme, that of being a gay language teacher in the Colombian context which reveals that the participants all live their queer identity alongside their language teacher identity with ease although they do recount instances of homophobia which have impacted their day-to-day lives and their careers.

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Re'vell, Mike D. "Moving Toward Culturally Restorative Teaching Exchanges". International Journal of Smart Education and Urban Society 10, n.º 2 (abril de 2019): 53–69. http://dx.doi.org/10.4018/ijseus.2019040104.

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The assumed achievement gap between students of color and their counterparts continues to be a source of public concern. Educators have reacted to this difference in achievement by allocating more and more instructional time to covering instructional content through direct instruction, remediation and memorization of lower order skills without regarding the contextual factors that influence instructional delivery. For more than three decades Geneva Gay has advocated for teachers to match instruction. However, despite best practices culturally responsive teaching still continues to be under-used by teachers. This article explores the use of restorative practices as a mediator for improving teacher sense of efficacy or future facing self-evaluations of knowing what and how to use culturally responsive teaching practices.

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Müller, Johannes y Nicola Böhlke. "How Lesbian, Gay, and Bisexual Teachers Experience Physical Education—A Systematic Review of Qualitative Studies". Sexes 4, n.º 1 (26 de enero de 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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Kissen, Rita M. "The Last Closet: The Real Lives of Lesbian and Gay Teachers". College Composition and Communication 51, n.º 2 (diciembre de 1999): 314. http://dx.doi.org/10.2307/359049.

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Neary, Aoife. "Lesbian and gay teachers’ experiences of ‘coming out’ in Irish schools". British Journal of Sociology of Education 34, n.º 4 (julio de 2013): 583–602. http://dx.doi.org/10.1080/01425692.2012.722281.

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Koerner, Marn E. y Patricia Hulsebosch. "Preparing Teachers to Work with Children of Gay and Lesbian Parents". Journal of Teacher Education 47, n.º 5 (noviembre de 1996): 347–54. http://dx.doi.org/10.1177/0022487196047005004.

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Kahn, Michele Malamud. "Conservative Christian teachers: possible consequences for lesbian, gay and bisexual youth". Intercultural Education 17, n.º 4 (octubre de 2006): 359–71. http://dx.doi.org/10.1080/14675980600971368.

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Anne Shelton, Stephanie. "A Narrative Examination of Sociocultural Factors’ Effects on LGBTQ Teacher Ally Work". English Education 51, n.º 3 (1 de abril de 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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Archambault, Mary. "Backtalk: Corrupting our youth?" Phi Delta Kappan 104, n.º 3 (26 de octubre de 2022): 66–67. http://dx.doi.org/10.1177/00317217221136605.

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Mary Archambault, a 7th-grade language arts teacher and reading specialist describes navigating community concern about the books in her classroom. She has been accused of turning students gay or transgender by forcing them to read and discuss books about gay and transgender youth. She describes why she makes books about students of various backgrounds and identities available to her students and why she is concerned about the accusations she and other teachers across the country are facing about the books offered to students.

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39

Vincent, Stacy K., Andrea T. Kirby, Jacque P. Deeds y Paula E. Faulkner. "The Evaluation of Multicultural Teaching Concerns among Pre-service Teachers in the South". Journal of Agricultural Education 55, n.º 1 (28 de marzo de 2014): 152–66. http://dx.doi.org/10.5032/jae.2014.01152.

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This descriptive, causal-comparative study of pre-service agriculture education teachers (N = 438) enrolled in universities (n = 31) throughout the south sought to determine a difference in multicultural teaching concern. Variables in the study consisted of pre-service teachers with a with/without a multicultural education requirement, and pre-service teachers with a multicultural education requirement that is taught by an agriculture teacher educator. Results show a negligible effect size in teaching concern between pre-service teachers who have a multicultural education course requirement and pre-service teachers that do not. However, significant differences exist in teaching concern when an agricultural education teacher educator taught the multicultural education course. With the theory of Gay and Kirkland’s (2003) theory of cultural critical consciousness and self-reflection, the researchers provided recommendations for teacher educators, practicing teachers, organizations affiliated with agricultural education, and preservice teachers.

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Bracho, Christian A. y Cleveland Hayes. "Gay voices without intersectionality is White supremacy: narratives of gay and lesbian teachers of color on teaching and learning". International Journal of Qualitative Studies in Education 33, n.º 6 (17 de abril de 2020): 583–92. http://dx.doi.org/10.1080/09518398.2020.1751897.

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Lee, Catherine. "Courageous Leaders: Promoting and supporting diversity in school leadership development". Management in Education 34, n.º 1 (8 de octubre de 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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Paparo y Sweet. "Negotiating Sexual Identity: Experiences of Two Gay and Lesbian Preservice Music Teachers". Bulletin of the Council for Research in Music Education, n.º 199 (2014): 19. http://dx.doi.org/10.5406/bulcouresmusedu.199.0019.

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43

Rudoe, Naomi. "Lesbian and gay teachers and sex/uality education policy enactment in schools". Discourse: Studies in the Cultural Politics of Education 39, n.º 6 (7 de abril de 2017): 926–40. http://dx.doi.org/10.1080/01596306.2017.1310085.

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44

Laman, Tasha Tropp, Susi Long, Julia López-Robertson, Douglas Kaufman y Ryan Colwell. "Professional Book Reviews: Building Knowledge for Life". Language Arts 89, n.º 1 (1 de septiembre de 2011): 57–64. http://dx.doi.org/10.58680/la201117159.

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This column features books that reflect strong convictions about teachers’ and teacher educators’ “nonnegotiable and moral imperative and mandatory professional responsibility” (Gay, 2010, p. 250) to “act now, without a moment’s hesitation” (p. 247) to transform classrooms and teacher education programs so that no child is lost in the so-called achievement gap. The works reviewed offer possibilities for building academically rigorous classrooms that honor and support children as they build on their funds of knowledge within the very real confines and constraints that so many educators experience on a regular basis. Included in this issue are: Change Is Gonna Come: Transforming Literacy Education for African American Students by Patricia A. Edwards, Gwendolyn Thompson McMillon, and Jennifer D. Turner; Culturally Responsive Teaching: Theory, Research, and Practice by Geneva Gay; Latino Children Learning English: Steps in the Journey by Guadalupe Valdés, Sarah Capitelli, & Laura Alvarez; Teaching with Vision: Culturally Responsive Teaching in Standards-Based Classrooms edited by Christine E. Sleeter and Catherine Cornbleth; and Bedtime Stories and Book Reports: Connecting Parent Involvement and Parent Literacy, edited by Catherine Compton-Lilly and Stuart Greene. Additionally, Douglas Kaufman and Ryan Colwell review a number of seminal texts by Donald Graves, including: Writing: Teachers and Children at Work, A Fresh Look at Writing, Bringing Life into Learning: Creating a Lasting Literacy, and How to Catch a Shark: And Other Stories about Teaching and Learning.

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45

Roncaglia, Irina. "Conference Review: The BPS Quinquennial Conference University of Manchester 30^thMarch- 2^ndApril 2005". PsyPag Quarterly 1, n.º 56 (septiembre de 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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46

Reynaldo, V. Moral. "Stylistics Variations: An Understanding of Language of Gay People Based on Phonemic Diphthongs". BOHR International Journal of Social Science and Humanities Research 1, n.º 1 (2022): 1–4. http://dx.doi.org/10.54646/bijsshr.001.

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The gay vernacular, a language created by the LGBT community, is one of the amazing modern languages of today. To protect themselves from the hurt of societal disgrace, gay individuals started to establish their own language. It also has linguistic characteristics shared by LGBT educators who frequently talk about phonemic diphthongs. To identify the phonetic diphthongs uttered, their focus on their everyday lives of teaching as well as their meanings, this qualitative research employed a case study in conjunction with discourse analysis through production task and elicitation. Semi-structured interviews were used to gather data from purposively selected 8 informants in a secondary school of Don Sergio Osmena Sr. Memorial National High School, Cebu City, Philippines. ˘ The study revealed that the stylistic variation of gay faculty members is in the coinage through colleagues’ speech influence, the creation of own words was through attachment and cropping wherein an original word is cut off and has a new component and meaning, and there are existing words used in gay lingo that have different meanings. In order for everyone to have a deeper understanding of the culture, discursive studies of gay lingo are needed. School administrators should also mandate seminars and other activities for teachers about understanding gay language and its neologisms or the creation of their own words and structural processes.

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47

Swanson, Katie y Maribeth Gettinger. "Teachers' knowledge, attitudes, and supportive behaviors toward LGBT students: Relationship to Gay-Straight Alliances, antibullying policy, and teacher training". Journal of LGBT Youth 13, n.º 4 (11 de agosto de 2016): 326–51. http://dx.doi.org/10.1080/19361653.2016.1185765.

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48

Daniel, Patricia L. "Invitation to All: Welcoming Gays and Lesbians into My Classroom and Curriculum". English Journal 96, n.º 5 (1 de mayo de 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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49

Hayes, Cleveland. "We Teach Too: What are the Lived Experiences and Pedagogical Practices of Gay Men of Color Teachers". Masculinities & Social Change 3, n.º 2 (21 de junio de 2014): 148–72. http://dx.doi.org/10.4471/mcs.2014.48.

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Over the past decade, increased attention to the marginalization of queers of color across educational context in North America has forced urgent reevaluations of the legal, political, and pedagogical implications of exclusionary politics (Brockenbrough, 2012, 2013; McCready, 2013). The research done by Brockenbrough (2013) cites the absences of queer of color perspectives in the educational literature and more specifically for this research their perspectives on teaching and learning. An experience that requires the participants to cross-epistemological boundaries and examine their experiences within the intersections of race and gender and in some instances class; which will become evident in the narratives of Malcolm, Carlos and Victor. Following the work of Brockenbrough (2013), McCready (2013) and others this article centers the pedagogical practices of three gay men of color. It is my intent with this line of research to bring to the forefront the lived and pedagogical experiences of gay teachers of color.

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Skelton, Alan. "'Far out man?' gay and bisexual male teachers in the higher education marketplace". International Studies in Sociology of Education 8, n.º 1 (marzo de 1998): 111–37. http://dx.doi.org/10.1080/0962021980020019.

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