Preparing Teachers to Work with Children of Gay and Lesbian Parents

Koerner, Marn E.; Hulsebosch, Patricia

doi:10.1177/0022487196047005004

Cited by 19 publications

(15 citation statements)

References 2 publications

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“…A convenience sample of 10 teachers in the dialogues also participated in postdialogue qualitative interviews. Teachers in the comparison group read a packet of four articles on LGB student and parent issues (Koerner & Hulsebosch, 1996;Safe Schools Coalition, 2006;Sears, 1991;Weiler, 2004).…”

Section: Recruitment and Samplementioning

confidence: 99%

Effects of Intergroup Dialogue: Public School Teachers and Sexual Orientation Prejudice

Dessel

2010

Small Group Research

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Prejudice and hate crimes against lesbians and gay men are prevalent throughout the United States. Prejudice in public school settings is particularly problematic for lesbian, gay, and bisexual (LGB) students and LGB parents. Efforts to reduce prejudice for LGB groups have met with limited success. Creating safer and more inclusive school environments is essential. An experimental mixed methods field design tested outcomes of an intergroup dialogue intervention on public school teacher attitudes, feelings, and behaviors toward LGB students and parents. Quantitative results indicate dialogue participation resulted in statistically significant positive changes in attitudes, feelings, and behaviors. Qualitative data analysis confirmed positive changes as a result of dialogue participation.

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Section: Recruitment and Samplementioning

confidence: 99%

Effects of Intergroup Dialogue: Public School Teachers and Sexual Orientation Prejudice

Dessel

2010

Small Group Research

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“…Gorago esan bezala, arlo juridikoan eta gizarte-mailan familia-aniztasuna bere lekua lortuz doa, baina badirudi oraindik ez dela lortu errealitate honen normalizazioa, eta eskolan ere azkeneko hau gertatzen da askotan (Abril eta Peinado, 2018). Horregatik, egungo eskolaren lan bat da gizartean dagoen aniztasun hori geletan normaltasunez islatzea; horretarako, irakasleek familia-errealitatea ezagutu beharko lukete, eta eskola-aniztasunaren ispilu eta leiho bihurtu (Koerner eta Hulsebosch, 1996). Ispilua, haur guztiek beren esperientziak islatuta ikusteko, eta leihoa, besteen bizitza eta ideietara irekita egoteko.…”

Section: Eskola Askotariko Familia-ereduen Aurreanunclassified

Familia-aniztasunaren trataera Haur Hezkuntzako gelan: prestatuta al daude irakasleak?

Ramos

Galende

2021

Tantak

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Familiaren bilakaerak kontzeptualizazio berria ekarri du, hainbat familia-eredurekin batera. Hori dela eta, ikerketa honek familia-aniztasuna ezagutzea eta Haur Hezkuntzako etapatik ema- ten zaion erantzuna aztertzea du helburu. Horretarako, ikerketa bat egin da Bilboko 7 eskolatako 48 ira- kaslerekin. Ad hoc galdetegi bat sortu da, ikastetxe horiek familia-aniztasunari ematen dioten erantzuna aztertzeko, bai profesionalen ikuspuntutik, bai erakundetik bertatik. Jasotako datuak kuantitatiboki az- tertu ostean, bi mailetan hobetzeko alderdiak daudela ondorioztatu da, baita zenbait aldagaik, hala nola profesionalen adinak edo ikastetxeetan dauden familia-ereduek eragina dutela eskolan familia-aniztasu- nari ematen zaion tratamenduan. Azkenik, guztiak hezkuntzan dituen inplikazioak eztabaidatzen dira.

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“…The large and growing numbers of GL-headed families necessitate schools and teachers to be prepared to include and support the children and their gay or lesbian parents. It is well established in education research that parents impact the educational outcomes of their children and that school environments and teachers are then the strongest predictors of how involved parents are with their child’s education (Darling-Hammond, 2000; Epstein, 1995; Epstein et al, 2002; Koerner and Hulsebosch, 1996). Thus, this points to the importance of schools and teachers being prepared and invested in communicating, welcoming, and working with GL parents, in order to best fulfill their professional mandate of educating the children.…”

Section: Introductionmentioning

confidence: 99%

“…Yet, they are not explicit in a focus toward or in the needs of GL parents. In fact, research has found that in teacher education training programs, topics related to GL parenting or families are seldom discussed (Fox, 2007; Jennings and Sherwin, 2008; Koerner and Hulsebosch, 1996; Souto-Manning and Hermann-Wilmarth, 2008).…”

Section: Introductionmentioning

confidence: 99%

Lesbian and gay parents in early childhood settings: A systematic review of the research literature

Averett

Hegde

Smith

2016

Journal of Early Childhood Research

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This article presents the first systematic review of all the existing peer-reviewed literature (n = 20) on gay and lesbian parents and their children in early childhood education settings. The review includes articles that were empirical or pedagogical practice oriented, focused exclusively on early childhood education (Birth to 5 years), and concentrated on gay and lesbian parents and their children. Considering the date range of the articles (1990-2012) and their similar content, indications are that the field of early childhood has not progressed very far in the thinking and practices in relation to gay and lesbian parents and their children. Recommendations made in 1990 are being put forth as still needed today. Implications for pedagogical change and future research needs are provided.

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Preparing Teachers to Work with Children of Gay and Lesbian Parents

Cited by 19 publications

References 2 publications

Effects of Intergroup Dialogue: Public School Teachers and Sexual Orientation Prejudice

Effects of Intergroup Dialogue: Public School Teachers and Sexual Orientation Prejudice

Familia-aniztasunaren trataera Haur Hezkuntzako gelan: prestatuta al daude irakasleak?

Lesbian and gay parents in early childhood settings: A systematic review of the research literature

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