Navigating Parental Resistance: Learning from Responses of LGBTQ-Inclusive Elementary School Teachers

Hermann-Wilmarth, Jill M.; Ryan, Caitlin

doi:10.1080/00405841.2018.1536914

Cited by 21 publications

(12 citation statements)

References 9 publications

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“…However, although research, books, training, and internet posting about the need for LGBTQ+ inclusive programming in secondary schools has been discussed (Parks, 2014) teachers actually feel pressured to maintain heteronormativity in the classroom (Allen, 2018;Holman et al, 2019). Hermann-Wilmarth and Ryan (2019) suggested that this may be perhaps due to fear of parents and suggest that fear of parents is not enough to not teach LGBTQ+ texts. Since adolescents must complete compulsory English/Language Arts courses, it is possible that incorporating LGBTQ+-centered texts could be accomplished with success (Vetter et al, 2021).…”

Section: Need For Lgbtq+ Literature and Discussionmentioning

confidence: 99%

The Asian Conference on Education 2022: Official Conference Proceedings

2023

ACE Official Conference Proceedings

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Teachers have long been using mobile devices to support their personal learning. Especially during the COVID-pandemic, the professionalization of teachers demanded the use of mobile solutions, which requires them to apply self-regulated learning strategies. This article focuses on mobile self-regulated professional learning of Flemish teachers in primary education. The study examined (1) which profiles in self-regulated learning can be distinguished in a mobile learning environment and (2) whether there is a correlation between mobile self-regulated learning and the willingness to call on mobile learning. An explorative study was conducted by interviewing primary teachers (N=141) by means of an online survey. An explorative factor analysis confirmed that there are ten latent factors, which clustered around eight components (1) self-efficacy, (2) help seeking, (3) task appreciation, (4) goal-setting, (5) selfreflection, (6) strategical planning, (7) concretization and (8) metacognitive strategies. When comparing the subscales to age, a significant positive correlation was found with metacognitive strategies and strategical planning, indicating that older teachers utilized these self-regulatory strategies more than younger participants. In sequence, a latent cluster analysis identified two profiles in mobile self-regulated learning, namely a moderate and high profile in self-regulated learning. Furthermore, a bivariate test with Pearson correlation coefficient confirmed that there is a positive correlation between the overall score of mobile self-regulated learning of teachers and the degree to which they are willing to use mobile learning for their professional learning. More specifically, a correlation was found with the self-regulated learning skills: metacognitive learning strategies, self-reflection, concretization, and goal-setting.

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Section: Need For Lgbtq+ Literature and Discussionmentioning

confidence: 99%

The Asian Conference on Education 2022: Official Conference Proceedings

2023

ACE Official Conference Proceedings

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“…Despite myriad reasons for using these texts, teachers often express hesitation about using books centered on LGBTQ topics or characters. While many reasons are given for these hesitations, the anticipated response from caregivers is one of the most frequently stated (Hermann-Wilmarth & Ryan, 2019;Meyer et al, 2019). In a 2019 survey, a quarter of elementary teachers expressed a fearbased concern as their reason for omitting LGBTQ topics in the classroom (Meyer et al, 2019).…”

Section: Lgbtq-inclusive Texts In the Classroommentioning

confidence: 99%

“…Elementary students are not new to gender or sexual orientation in the classroom. This occurs throughout the day-when they listen to a book about a family with a mother and father or when teachers group students by "boys/girls" (Hermann-Wilmarth & Ryan, 2019). Therefore, including sexual or gender diversity in texts and curriculum does not introduce students to these topics, but rather expands dialogue that has occurred for decades.…”

Section: Lgbtq-inclusive Texts In the Classroommentioning

confidence: 99%

LGBTQ‐Inclusive Read‐Alouds in a Second‐Grade Classroom

Papola‐Ellis,

Hollenberg

2024

The Reading Teacher

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“…Across the nation, issues of gender have been coded as controversial in elementary classrooms (Hermann‐Wilmarth & Ryan, 2019), potentially making the teaching of gender more difficult (Chapman, 2022). Classroom literacy materials tend to reinforce traditional ideas of gender.…”

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confidence: 99%

“I Had a Deep‐Down Stereotype”: Pairing Critical Literacy Practices to Examine Explicit and Implicit Gender Stereotypes with Elementary Students

Whitford

2024

The Reading Teacher

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Connecting literacy to social issues such as gender stereotypes supports reading and writing achievement while also allowing students to think critically and in justice‐focused ways. Such practices allow students to critique gender stereotypes in texts while also examining and even challenging their own implicit perceptions of gender. However, teachers are often not provided support in challenging stereotypical portrayals of gender and are often provided curricula that actively reinforces gender stereotypes. In this article, I explain how to use critical literacy practices to help students examine stereotypical portrayals of gender and their own thinking about gender. I describe a framework for using these practices and provide a specific lesson and its impact on second‐ to third‐grade students.

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Navigating Parental Resistance: Learning from Responses of LGBTQ-Inclusive Elementary School Teachers

Cited by 21 publications

References 9 publications

The Asian Conference on Education 2022: Official Conference Proceedings

The Asian Conference on Education 2022: Official Conference Proceedings

LGBTQ‐Inclusive Read‐Alouds in a Second‐Grade Classroom

“I Had a Deep‐Down Stereotype”: Pairing Critical Literacy Practices to Examine Explicit and Implicit Gender Stereotypes with Elementary Students

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