Dominican University of California
 

Oral Presentations - Guzman 201

Location

Guzman 201

Start Date

4-24-2015 2:20 PM

End Date

4-24-2015 2:35 PM

Department

Education

Student Type

Graduate

Faculty Mentor

Dr. Madalienne Peters & Dr. Suresh Appavoo

Presentation Format

Oral Presentation

Abstract/Description

The Commission on Teacher Credentialing (CTC) charges pre-service teacher credential candidates with the expectation of providing equitable access to core curriculum by maximizing academic achievment for all students, including those who are from lesbian, gay, bisexual (LGB) and other diverse backgrounds. (Commission on Teacher Credentialing, 2014). Based on facts reported by The Trevor Project and the findings of the 2013 National School Climate Survey of the Gay, Lesbian, and Straight Education Network (GLSEN), students who are LGB experience a much higher rate of both bullying and suicide in their developmental years compared to others in their age group. As such, these students are at a disadvantage in the classroom. Without the knowledge, support, and acceptance of their teachers, LGB youth will continue having a hard time succeeding during their K-12 educational careers.

How are pre-service teacher credential candidates being prepared to equitably and inclusively educate students who are sexual minorities? The literature reveals the following: bullying and harassment of LGB students are serious problems in the public school setting as reported by the Harris Interactive and the Gay, Lesbian, and Straight Education Network (GLSEN) in 2005, pre-service teachers' understandings of and abilities to create safe spaces for LGB youth is needed if the pre-service teachers are to be allies for LGB youth (Kearns, Mitton-Kukner, & Tompkins, 2014), pre-service teacher development of culturally responsive, equity-focused pedagogy and developing cultural knowledge and sensitivity are critical components in teaching diverse students (Athanases & Martin, 2006), and pre-service teacher education should equip potential educators with knowledge, awareness, and competencies about inequities to work with diverse populations. (Wyatt, Oswalt, White, & Peterson, 2008). The purpose of this study is to survey pre-service teacher credential candidates at a small, private, university in Northern California in order to analyze their attitudes and knowledge of LGB people and make appropriate recommendations as necessary.

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Apr 24th, 2:20 PM Apr 24th, 2:35 PM

Coming Out about Pre-service Teachers: Knowledge and Attitudes of Pre-service Teacher Toward Lesbian, Gay and Bisexual People

Guzman 201

The Commission on Teacher Credentialing (CTC) charges pre-service teacher credential candidates with the expectation of providing equitable access to core curriculum by maximizing academic achievment for all students, including those who are from lesbian, gay, bisexual (LGB) and other diverse backgrounds. (Commission on Teacher Credentialing, 2014). Based on facts reported by The Trevor Project and the findings of the 2013 National School Climate Survey of the Gay, Lesbian, and Straight Education Network (GLSEN), students who are LGB experience a much higher rate of both bullying and suicide in their developmental years compared to others in their age group. As such, these students are at a disadvantage in the classroom. Without the knowledge, support, and acceptance of their teachers, LGB youth will continue having a hard time succeeding during their K-12 educational careers.

How are pre-service teacher credential candidates being prepared to equitably and inclusively educate students who are sexual minorities? The literature reveals the following: bullying and harassment of LGB students are serious problems in the public school setting as reported by the Harris Interactive and the Gay, Lesbian, and Straight Education Network (GLSEN) in 2005, pre-service teachers' understandings of and abilities to create safe spaces for LGB youth is needed if the pre-service teachers are to be allies for LGB youth (Kearns, Mitton-Kukner, & Tompkins, 2014), pre-service teacher development of culturally responsive, equity-focused pedagogy and developing cultural knowledge and sensitivity are critical components in teaching diverse students (Athanases & Martin, 2006), and pre-service teacher education should equip potential educators with knowledge, awareness, and competencies about inequities to work with diverse populations. (Wyatt, Oswalt, White, & Peterson, 2008). The purpose of this study is to survey pre-service teacher credential candidates at a small, private, university in Northern California in order to analyze their attitudes and knowledge of LGB people and make appropriate recommendations as necessary.