Article2012

Safe Schools for LGBTQI Students: How Do Teachers View Their Role in Promoting Safe Schools?

Stephanie Vega · Heather Glynn Crawford · J-Lynn Van Pelt

58 citations0/0 files storedEquity & Excellence in Education

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Gender, Sexuality, and Education Gender and Feminist Studies LGBTQ Health, Identity, and Policy

Abstract

This literature review presents insights from existing research on how teachers view their role in creating safe schools for lesbian, gay, bisexual, transgender, queer/questioning, and intersex (LGBTQI) students. Analysis of the literature shows that there are concerns for LGBTQI students’ safety in schools, that educational settings operate from a position of heteronormativity, and that heterosexual teachers are uniquely positioned as part of the dominant group in which they help to define what is normal and what is deviant in school culture. Research findings on the ways heterosexual teachers respond to institutional heteronormativity are summarized and compared. This review of research provides considerations for and recommendations to school administrators and teacher educators to address needs of teachers. Areas for future research also are identified.

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References

1994Handbook of Qualitative Research 1992Basics of Qualitative Research 2008Basics of Qualitative Research (3rd ed.): Techniques and Procedures for Developing Grounded Theory 1990Basics of qualitative research 2005The SAGE handbook of qualitative research 1999Positioning theory : moral contexts of intentional action 2008Gendered harassment in secondary schools: understanding teachers’ (non) interventions 2001Hatred in the Hallways: Violence and Discrimination against Lesbian, Gay, Bisexual, and Transgender Students in U.S. Schools

Cited by

2017An examination of LGBTQ-inclusive strategies used by practicing music educators 2015Understanding teachers' responses to enactments of sexual and gender stigma at school 2016Intersex Bodies in Sexuality Education: On the Edge of Cultural Difference 2021‘I just want to feel like I’m part of everyone else’: how schools unintentionally contribute to the isolation of students who identify as LGBT+2019On Becoming an LGBTQ+-Identifying Teacher: A Year-Long Study of Two Gay and Lesbian Preservice Elementary Teachers

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