Teacher Attitudes Towards and Knowledge of Lesbian, Gay, Bisexual and Transgender Students

Teacher Attitudes Towards and Knowledge of Lesbian, Gay, Bisexual and Transgender Students
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Published on 2016 by

The following dissertation discusses the school experiences of lesbian, gay, bisexual, and transgendered (LGBT) youth, as well as LGBT student rights, effective strategies, programs and approaches for supporting LGBT students in schools, and current professional development opportunities aimed at increasing teacher awareness of LGBT youth. Students' perceptions of their school environments are discussed, particularly data highlighting feelings of unsafety and victimization in schools, as well as students' perceived lack of support from teachers and school staff. The current literature suggests that teachers lack knowledge and understanding of LGBT issues, as well as access to effective professional development programs that would allow them to create more positive school climates for sexual minority youth. Therefore, this study sought to examine the relationship between school-based strategies to providing support for LGBT youth and teacher attitudes towards LGBT youth, knowledge of LGBT youth school experiences, perceptions and importance of assuming supportive roles for LGBT youth, and potential barriers to providing support. Study findings indicate that the presence of gay-straight alliances, enumerated anti-bullying policies and professional development related to LGBT youth are associated with more facilitative teacher attitudes and willingness to provide support.

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