Progress and Backlash in the Wake of <i>Obergefell</i>: Reaching Conservative Southern Teachers Through the Power of Literature

Beck, Scott A.; Walker-DeVose, Dina C.; Agnich, Laura E.; Town, Caren J.; Smith, Trina

doi:10.1080/15546128.2017.1280443

Cited by 6 publications

(7 citation statements)

References 47 publications

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“…A crucial next step, beyond exploring further realms of research, is to identify strategies to encourage district-level adoption of this more comprehensive approach to comprehensive sexuality education. Approximately 40% of school districts have already adopted NSES (CDC, 2016) and educator training courses can be effective ways to share information about bringing YAL into the classroom (Beck et al, 2017;Parsons, 2016). YAL is an important pedagogical tool for educators working to bring their curricula in line with NSES.…”

Section: Discussionmentioning

confidence: 99%

“…Pre-and post-testing (Brozo et al, 2002;Malo-Juvera, 2013) or follow-up interviews (Sprague & Risher, 2002;Young, 2000) were also used. Classroom-based methodologies were also used for the studies that examined YAL and PSTs (Batchelor et al, 2018;Beck et al, 2017;Brendler, 2014;Parsons, 2016). Participant observation and ethnographic methods (Batchelor et al, 2018;Blackburn & Clark, 2011;Godina & Soto-Ramirez, 2017) in classrooms and book clubs provided rich detail about YAL and gender relations, sexual identities, and development over time.…”

Section: Methodsmentioning

confidence: 99%

“…Four of the five articles on sexual orientation and identity relied on preservice teachers rather than or in addition to adolescents, suggesting that a primary goal is how to build empathy among teachers (Batchelor et al, 2018;Beck et al, 2017;Parsons, 2016;Schieble, 2010). This work is grounded in the assumption that expositing teachers to LGBTQ-oriented YAL through training will make them more supportive of LGBTQ students and more likely to bring LGBTQ-oriented books into the classroom; Batchelor et al (2018), Beck et al (2017), Parsons (2016), and Schieble (2010) found that reading YAL featuring LGBTQ novels increased feelings of connectedness to and empathy for the characters. These readerto-character empathetic feelings may translate outside of the reader-character world and increase feelings of empathy for sexual and gender minorities.…”

Section: Sexual Orientation and Identitymentioning

confidence: 99%

“…Research on PSTs and educators examined the use of LGBTQ YAL as an intervention for both teachers and for their future students. Using YAL in educator classrooms shows that exposure to LGBTQ novels impacts teachersin-training perspectives on the importance of including LGBTQ literature and voices in the classroom (Beck et al, 2017;Parsons, 2016). Each experiment used a PST classroom in which reading LGBTQ YAL was required.…”

Section: Yal As Interventionmentioning

confidence: 99%

“…Parsons (2016) relied on examining written assignments for the PSTs to detect increased empathy for trans* characters. Beck et al (2017) used a measure of acceptance of and perspectives on LGBTQ people as a pre-and post-test before a unit that required LGBTQ YAL. Both found that LGBTQ YAL increases feelings of empathy and support for LGBTQ youth.…”

Section: Yal As Interventionmentioning

confidence: 99%

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Putting the “Comprehensive” in Comprehensive Sexuality Education: a Review Exploring Young Adult Literature as a School-based Intervention

Palmer

Hirsch

2022

Sex Res Soc Policy

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Introduction In this article, we review research on the impact of young adult literature (YAL) on young people's sexualityrelated beliefs. This research points to the potential of YAL as a tool through which schools can offer sex education that is truly "comprehensive" by providing young people an opportunity to grapple with questions about gender, sexuality, and healthy relationships in literature classes, and to complement CSE in health education classes. This broader approach addresses a potential limitation of school-based comprehensive sex education (CSE). CSE certainly promotes young people's health and well-being, but an emphasis on biological dimensions of sexual and reproductive health to the exclusion of social factors, or insufficient time to address social dimensions of sexual and reproductive health, can fail to amplify or even undermine CSE messages about healthy relationships and sexuality. Methods This scoping review examined research on YAL dealing with dating and relationships, gender role development, LGBTQ life, sexuality, sexual behaviors, and sexual health outcomes in Communications Abstracts, ERIC, MEDLINE, MLA International Bibliography, and PsycINFO databases. The search, run in December 2020, returned 265 articles, of which 18 were empirical studies of YAL and sexuality that met inclusion criteria for the review. Each included study was examined to identify the books' impacts and the methodological approach to assessing those impacts. Conclusions Existing research suggests that YAL in the classroom can affect discourses on masculinity, femininity, violence, sexual health, and LGBTQ life. Bringing YAL into different classroom settings has the potential to be a powerful force in integrated CSE. Policy Implications Using YAL in a variety of classroom settings, including but not limited to health and English Language Arts, will strengthen the comprehensive aspects of CSE.

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Section: Discussionmentioning

confidence: 99%