This survey research describes English language arts teachers’ comfort levels in integrating literature with lesbian, gay, bisexual, or transgender (LGBT) themes or characters into their curricula and classroom practices. Significant relationships were found between teachers’ age, comfort, awareness of resources, and implementation levels. Although younger teachers had higher comfort levels with LGBT texts, they displayed lower resource awareness levels and static implementation rates. In addition, comfort, awareness, and implementation of LGBT curriculum materials were also correlated with teacher location and with strength of religious belief, with rural teachers and strongly religious teachers displaying lower comfort and implementation levels. Availability of supportive resources such as gay–straight alliances (GSAs) and library holdings, as well as teachers’ awareness of these resources, is also examined. Specific barriers rural teachers encounter when implementing LGBT-inclusive literature/curriculum are identified. A call for future research and professional development is extended.
Bibliographical noteFunding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The author received financial support for the research from the University of Minnesota, Morris Faculty Research Enhancement Fund.
© The Author(s) 2017.
- Diversity and multiculturalism
- Social sciences
- Teacher education