Restricted Capstone Project
Despite the overwhelming need for Lesbian, Gay, Bisexual, Transgender, Queer, and other sexual and gender minorities (LGBTQ+) responsiveness training for teachers, many American schools still do not provide or require such training. LGBTQ+ issues like marriage equality and transgender rights have seen a resurgence of controversy in our current divisive political climate, even in institutions of education. Students identifying as LGBTQ+ are at greater risk of negative educational outcomes than their cisgender and heterosexual peers. This is largely to do with a school’s environment, its policies, its administration, and the behavior and actions of its teaching staff. This capstone focuses on the latter in answering the research question What strategies can teachers use to be the allies their LGBTQ+ students need? Conclusions reached center on professional development, self-reflection, intentional implementation of action steps, and colleague-to-colleague accountability. Access to resources and intentional practice are the best tools in building teacher allyship.
Behavior and actions of teaching staff
professional development, self-reflection, intentional implementation of action steps, and colleague-to-colleague accountability.
Gatta, Keira, "Disrupt the Cis-stem: Being an Effective Teacher Ally to LGBTQ+ Students" (2019). School of Education and Leadership Student Capstone Projects. 433.
School of Education Student Capstone Projects