Prospective Teachers’ Reflections: Responding to a Call for LGBT-inclusive Classrooms

Abstract

Sixty-seven pre-service teachers wrote critical self-reflections following a lecture on lesbian, gay, bisexual, and transgender (LGBT) people and schools. Most students were receptive to the lecture content. Many worked to reconcile religious beliefs with their desire to create a safe environment for all students. Two students remained strongly resistant. Students reflected on future teaching, personal reactions, and prior experiences with lesbian and gay people. They also made links to other forms of oppression. This study adds to the growing consensus that LGBT issues can and should be included in pre-service education courses to foster cultural competency and social justice.

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