ERIC Number: EJ1060713
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Students' Perspectives on LGBTQ-Inclusive Curriculum
Snapp, Shannon D.; Burdge, Hilary; Licona, Adela C.; Moody, Raymond L.; Russell, Stephen T.
Equity & Excellence in Education, v48 n2 p249-265 2015
Implementing curriculum that is inclusive of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students' experiences of LGBTQ-inclusive curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities were recruited from the Gay Straight Alliance (GSA) Network in California. Students participated in focus groups conducted by telephone by GSA staff, sharing their experiences of LGBTQ-inclusive curriculum in school. Qualitative coding methods, including grounded theory, were used to identify themes and interpret students' responses. Data revealed that LGBTQ-inclusive curriculum was most often taught in social sciences and humanities courses as stand-alone lessons. LGBTQ-inclusive curriculum rarely met standards of social justice education, though opportunities for critical conversations about systemic oppression regularly emerged. For instance, teachers often failed to intervene in LGBTQ bullying and missed teachable moments conducive to inclusive curriculum. Some students learned positive LGBTQ lessons and highlighted the ways such curriculum reflected their identities and created a supportive school climate. Implications for equitable education are discussed.
Descriptors: Student Attitudes, Curriculum, Homosexuality, Sexual Orientation, Sexual Identity, Educational Environment, High School Students, Student Organizations, Focus Groups, Coding, Grounded Theory, Qualitative Research, Social Sciences, Humanities, Social Justice, Teacher Role, Bullying, School Culture, Social Bias, Questionnaires
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: California