Teacher Perceptions and Practice with Queer Students

Abstract

Research shows that classrooms and schools that are supportive of queer students can significantly reduce the adverse effects that queer students face. However, the current educational climate is less than supportive for queer students nationwide. This dissertation includes a conceptual framework that I designed adapting Geneva Gay’s Culturally Responsive Pedagogy framework to working with queer students. In this mixed-methods study, consisting of a survey and interviews, I explored teachers’ perceptions and practice in working with queer students, including what strategies they use to support queer students and their attitudes, beliefs, and efficacy in working with those students. I found that many teachers are already being supportive of queer students, but that there are still many barriers that prevent teachers from working with queer students. I also found that while there are differences in beliefs, attitudes, and efficacy among queer and not queer teachers, and inexperienced and experienced teachers, there were no major differences in teachers’ beliefs, attitudes, and efficacy based on school location. This study provides current exploratory data on how teachers work with queer students.