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ERIC Number: ED575814
Record Type: Non-Journal
Publication Date: 2016
Pages: 269
Abstractor: As Provided
ISBN: 978-1-3696-1288-2
Elementary School Teachers' Perceptions Regarding the Inclusion of LGBTQ Themed Literature
Grasso, Dominic
ProQuest LLC, Ph.D. Dissertation, Florida Atlantic University
This critical explanatory mixed methods study examined elementary teachers' perceptions regarding the inclusion of LGBTQ-themed literature in the curriculum. An electronic survey questionnaire and focus group sessions were used to collect both quantitative and qualitative data that described the perceived benefits and barriers of LGBTQ-themed literature and teachers' level of interest in attending professional developing on this topic. The sample population for this study consisted of 100 participants. All 100 participants completed the electronic survey questionnaire, and a subset of 10 of the survey respondents participated in focus groups to explore further the perceived benefits and barriers relating to the inclusion of LGBTQ-themed literature. There were five key findings that emerged in relation to the research questions for this survey: (1) although teachers perceive parental backlash and insufficient training as the two most significant barriers preventing them from including LGBTQ-themed literature in their classroom, their beliefs and comfort levels surrounding LGBTQ individuals and topics are significant barriers as well; (2) participants felt there were many significant benefits that might result from the inclusion of LGBTQ-themed literature, including building an increased awareness of diversity among students and less bullying in regards to sexual orientation/gender expression; (3) participants felt that parents and administration have significant control over what teachers can teach in their classrooms, and that their autonomy and choice was straightjacketed by the demands of the parents and administrators; (4) participants were interested in attending professional development training focusing on the inclusion of LGBTQ-themed literature; and (5) Black respondents expressed more hesitation towards the inclusion of LGBTQ-themed literature as well as towards attending LGBTQ-themed professional development than other demographic subgroups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A