Bibliografías temáticas / Lesbian teachers

Literatura académica sobre el tema "Lesbian teachers"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 31 de julio de 2024

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Artículos de revistas sobre el tema "Lesbian teachers"

1

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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Konikoff, Judith M. "Lesbian Teachers: An Invisible Presence". Teaching Education 6, n.º 2 (diciembre de 1994): 155–56. http://dx.doi.org/10.1080/1047621940060219.

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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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Ferfolja, Tania. "Lesbian teachers, harassment and the workplace". Teaching and Teacher Education 26, n.º 3 (abril de 2010): 408–14. http://dx.doi.org/10.1016/j.tate.2009.05.007.

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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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Harris, Mary B. y Joy Griffin. "Stereotypes and Personal Beliefs about Women Physical Education Teachers". Women in Sport and Physical Activity Journal 6, n.º 1 (abril de 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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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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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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Shin, Kyunghee. "Examining the Experiences of Lesbian Prospective Kindergarten Teachers". Pacific Early Childhood Education Research Association 13, n.º 1 (31 de enero de 2019): 85–106. http://dx.doi.org/10.17206/apjrece.2019.13.1.85.

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Ferfolja, Tania. "Discourses that silence: teachers and anti-lesbian harassment". Discourse: Studies in the Cultural Politics of Education 29, n.º 1 (marzo de 2008): 107–19. http://dx.doi.org/10.1080/01596300701802805.

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Tesis sobre el tema "Lesbian teachers"

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Giovanini, Heather Anderson Karen Ann. "An analysis of gay/lesbian instructor identity in the classroom". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6106.

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Clarke, Gillian Margaret. "Voices from the margins : lesbian teachers in physical education". Thesis, Leeds Beckett University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264711.

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Gibbons, Cathy. "Psychosocial paradoxes for lesbian teachers : a family systems analysis". Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415782.

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Singer, Sonya E. "Voices from the margins, lesbian teachers in Nova Scotia's schools". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37836.pdf.

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Reed, Delanna. "The Balance of Public and Private Identities for Lesbian Teachers". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1292.

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Reed, Delanna. "Telling Lesbian Teacher’s Stories through Performance Ethnography". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1290.

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Sykes, Heather Jane. "Teaching bodies, learning desires feminist-poststructural life histories of heterosexual and lesbian physical education teachers in western Canada /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ34632.pdf.

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Giovanini, Heather. "An Analysis of Gay/Lesbian Instructor Identity in the Classroom". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6106/.

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In this project I explore the connection between cultural and personal identity in the college classroom. Respondent interviews were conducted using open-ended questions, which began with a broad picture of the role the instructor played in the classroom and then focused more specifically on the issue of sexual orientation and the choices to disclose or not disclose orientation in the classroom. Thematic analysis was used to examine the interviews, upon the completion of the interviews being transcribed. RQ1: Do gay and lesbian instructors disclose their sexual orientation in the classroom? From this question, four themes emerged. These themes were disclosure not relevant, out of the classroom disclosure, students just know, and disclosure in the classroom. RQ2: What reasons do gay and lesbian instructors give for disclosing their sexual orientation in the classroom? Two themes, fears of disclosure and holding back, transpired from this question. RQ3: How do gay and lesbian instructors foster diversity in the classroom related to sexual orientation? Four themes were exposed from the question, and these themes were paradox of diversity, passing, mentoring, and identity not sexuality.
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Laxton, Kerry Lesley. "Trainee teachers and lesbian, gay, bisexual and transgender issues in education". Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021597/.

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This research explores the attitudes of a group of Postgraduate Certificate in Education citizenship student teachers in London in 2012 towards lesbian, gay, bisexual and transgender (LGBT) issues in education; their own perceptions of their abilities to deal with LGBT education within schools; the training they have received from their teacher training institutions in this area; and how this training may be improved in the future. The research was carried out using a written response questionnaire and five vignette scenarios to which the trainees had to respond. The findings are discussed under themes including the awareness of LGBT legislation in education; preparedness for, confidence in and the importance of LGBT education; and teacher training in this area. References to legislation from 1967 to 2013, including the Equality Act 2010, are made, and Banks‟s (2004) Dimensions of Multicultural Education model is drawn upon to suggest possible developments in teacher training in this area. The research finds that the trainee teachers have a strong sense of commitment and genuine determination towards addressing issues of homophobia and they express the importance of equality within schools on this issue. However, many also feel unprepared in regard to their knowledge and the strategies they can use when approaching some LGBT issues, expressing anxieties in certain situations, especially those which cannot be easily planned for, such as delivering the topic within lessons. The research therefore argues for improvements in LGBT training for postgraduate students as they prepare to enter the profession.
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Hoffman, Jennifer D. "Teachers' perceptions on including gay and lesbian issues in the classroom". Connect to this title online, 2001. http://www.uwstout.edu/lib/thesis/2001/2001hoffmanj.pdf.

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Libros sobre el tema "Lesbian teachers"

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Katzir, Judith. Dearest Anne: A tale of impossible love. New York: Feminist Press at the City University of New York, 2008.

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2

Horvitz, Lori. Queer girls in class: Lesbian teachers and students tell their classroom stories. New York: Peter Lang, 2011.

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3

Michelle, Gibson y Meem Deborah T. 1949-, eds. Lesbian academic couples. Binghamton, N.Y: Harrington Park Press, 2005.

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Conwaye-Wright, Cecilia. The bloob rising. Hoppers Crossing, Vic: Sandalprint, 2007.

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5

Michigan State University. University-Wide Task Force on Lesbian & Gay Issues. Moving forward: Lesbians and gay men at Michigan State University : a report of the University-Wide Task Force on Lesbian & Gay Issues. East Lansing, MI: The Task Force, 1992.

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Weathers, Brenda. Das Haus in Pelham Falls. Göttingen: Daphne, 1988.

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Weathers, Brenda. The house at Pelham Falls. Tallahassee, FL: Naiad, 1986.

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8

Hill, Gerri. One summer night. Tucson, AZ: Rising Tide Press, 2000.

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9

Kissen, Rita M. The last closet: The real lives of lesbian and gay teachers. Portsmouth, N.H: Heinemann, 1997.

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Strachey, Dorothy. Olivia. Milano: Baldini & Castoldi, 2001.

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Capítulos de libros sobre el tema "Lesbian teachers"

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Ferfolja, Tania. "Lesbian and Gay Teachers: Negotiating Subjectivities in Sydney Schools". En Inequalities in the Teaching Profession, 139–56. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137328601_8.

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Clarke, Gill. "Playing a Part: The Lives of Lesbian Physical Education Teachers". En Researching Women and Sport, 36–49. London: Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1007/978-1-349-25317-3_3.

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Rudoe, Naomi. "Out in Britain: The Politics of Sexuality Education and Lesbian and Gay Teachers in Schools". En Palgrave Studies in Gender and Education, 60–74. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137441928_5.

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Lehtonen, Jukka. "Rainbow Paradise? Sexualities and Gender Diversity in Finnish Schools". En Finland’s Famous Education System, 273–88. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_17.

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AbstractThe Finnish education system, welfare state and Finland’s position in respect to lesbian, gay, bisexual, trans and intersex (LGBTI) human rights have been praised. In this chapter, the utopian image of Finnish education system as a ‘rainbow paradise’ is questioned. Legislation, curricula, teachers, school textbooks, experiences of non-heterosexual, trans and intersex youth as well as LGBTI human rights organisations’ work are discussed, as well as the influence of COVID-19. All are looked at from the viewpoint of heteronormativity. Even if there have been several advancements in acknowledging sexual and gender diversity within Finnish education, particularly in the area of legislation and educational policies, there are serious everyday problems in making schools safe for LGBTI students and teachers, as well as with treating everyone equally despite their sexual orientation and gender identity or expression. Teacher training, teaching and textbooks used in schools are often still heteronormative, and teachers lack tools and motivation in resisting heteronormative starting points in their work. Youth culture has changed in recent years, it has become more diverse and less judgemental towards LGBTI youth but non-heterosexual, trans and intersex students are still clearly experiencing more violence in schools than cisgender heterosexual students. The mainly heteronormative Finnish education system creates stress and mental health problems for LGBTI youth. Counselling and health care services are still not fully able to respond to their needs. The COVID-19 pandemic has only made the situation worse. In short, it will require a sustained effort to make the Finnish education system anything close to a ‘rainbow paradise’.
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Keating, AnnLouise. "Heterosexual Teacher, Lesbian/Gay/Bisexual Text: Teaching the Sexual Other(s)". En Tilting the Tower, 96–107. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003352136-12.

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Wilson, James F. "Lesbians, Vampires, and Vermin: The Unspeakable Dangers of Unfit Teachers, 1920s–1940s". En Palgrave Studies in Theatre and Performance History, 49–74. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-34013-0_3.

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Ivory, Yvonne. "Prussian Discipline and Lesbian Vulnerability: Christa Winsloe’s Children in Uniform at the Gate". En Cultural Convergence, 193–216. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57562-5_8.

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Abstract This chapter examines the Dublin production and critical reception of Christa Winsloe’s Children in Uniform, which ran to full houses at the Gate for three weeks in April 1934. The play, which deals with the love between a Prussian schoolgirl and her female teacher, had premiered in Leipzig (1930), run successfully in Berlin (1931), and been adapted for the screen as Mädchen in Uniform (1931) before it was translated into English for a successful London run in 1932-1933. Edwards and mac Liammóir probably saw the original German play in Berlin in 1931. Using the prompt copy, lighting plots, photographs and reviews, the chapter shows how Edwards used expressionistic lighting and sonic leitmotifs to underscore the authoritarian regime within which the relationship between the women develops. In following the Berlin staging, Edwards produced a more subversive version of the play than that seen by London audiences or cinema goers.
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Lipkin, Arthur. "Gay and Lesbian Teachers". En Understanding Homosexuality, Changing Schools, 194–217. Routledge, 2018. http://dx.doi.org/10.4324/9780429503375-9.

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Hobson, Emily K. "Limp Wrists and Clenched Fists". En Lavender and Red. University of California Press, 2016. http://dx.doi.org/10.1525/california/9780520279056.003.0004.

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By the mid 1970s radical gay men were building a gay left and forging alliances with lesbians. They sharpened their politics through socialist feminism and Chilean solidarity, confronted police brutality, and challenged racism in gay men's life. The organization Bay Area Gay Liberation built grassroots power while the Third World Gay Caucus networked gay and lesbian people of color. While gay and lesbian leftists pursued anti-imperialism over liberal reform, by the late 1970s they also joined strategic left-liberal coalitions against the New Right. Radicals played key roles in defeating the Briggs Initiative's attack on gay and lesbian teachers, and though unable to stop a death penalty measure, evidenced resistance to state violence in the White Night Riots.
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"What I Would Have Liked My Teachers to Know". En Gay, Lesbian, and Transgender Issues in Education, 26–29. Routledge, 2013. http://dx.doi.org/10.4324/9780203462591-11.

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