(Re)Considering Normal: Queering Social Norms for Parents and Teachers

Autor/inn/en	Bower, Laura; Klecka, Cari
Titel	(Re)Considering Normal: Queering Social Norms for Parents and Teachers
Quelle	In: Teaching Education, 20 (2009) 4, S.357-373 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
Schlagwörter	Parent Participation; Child Rearing; Sexual Orientation; Parent School Relationship; Homosexuality; Social Attitudes; School Role; Social Influences; Political Issues; Parent Attitudes; Teacher Attitudes; Social Bias; Cultural Pluralism; Social Theories; Parenting Styles; Equal Education; Consciousness Raising; Focus Groups; Interviews; Parent Role + Suchen Sie Ihr Suchwort? Elternmitwirkung; Kindererziehung; Sexuelle Orientierung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Homosexualität; Social attidude; Soziale Einstellung; Sozialer Einfluss; Politischer Faktor; Elternverhalten; Lehrerverhalten; Kulturpluralismus; Gesellschaftstheorie; Bewusstseinsbildung; Interviewing; Interviewtechnik; Parental role; Elternrolle
Abstract	Recent debates regarding same-sex marriage and gay and lesbian adoption highlight the role of schools as sociopolitical institutions. Accordingly, teachers operating within social norms have considerable influence through their interactions with students and their families. Previous research points to lesbian, gay, bisexual, and transgender (LGBT) parents' frustrations with their children's schools, particularly as teachers resist representing LGBT families within curricula and fail to intervene when homophobic comments are made. Yet teachers' capacity to embrace diverse family structures while adhering to cultural expectations for teachers remains unexplored. This study, rooted in queer theory, explores the social norms teachers name for parenting in school settings and the way teachers position LGBT parents within these norms. Findings point to social norms for teachers and parents which indicate that teachers operate within heteronormative frameworks. They consider heterosexuality to be normal, while positioning LGBT identities as deviant. This is troubling given documented connections between teacher attitudes and parental involvement and between parental involvement and student achievement. Unchecked, heteronormative practices may result in inequitable school experiences for LGBT parents and their children. Teacher education must minimize heteronormativity through equipping teachers to attend to their own notions and assumptions regarding the intersection of parenting and sexual orientation. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10