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. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_33919 |
| Contributors | Grasso, Dominic (author), Baxley, Traci P. (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Curriculum, Culture, and Educational Inquiry |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 268 p., application/pdf |
| Rights | Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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