Literaturnachweis - Detailanzeige
| Autor/in | Synan, Carolyn Marie |
|---|---|
| Titel | Intervening When Lesbian, Gay, Bisexual, Transgender, and Queer/Questioning (LGBTQ+) Slurs Happen: A Case Study of Elementary School Teachers |
| Quelle | (2023), (128 Seiten)
PDF als Volltext Ed.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-6319-6 |
| Schlagwörter | Hochschulschrift; Dissertation; Elementary School Teachers; Teacher Attitudes; Knowledge Level; Social Bias; LGBTQ People; Elementary School Students; Language Usage; Intervention; Faculty Development; Best Practices; Teacher Responsibility; Job Security; Teacher Student Relationship; Mental Health |
| Abstract | This qualitative case study was to understand 11 elementary school teachers' perceptions, knowledge, and comfort level in intervening when homophobic slurs are used by elementary school students. The purpose was to understand elementary school teachers' perceptions, knowledge, and comfort level in intervening when homophobic slurs are used by students. The first research questions investigated elementary school teachers' experience intervening when an LGBTQ slur was used. The second question reviewed the participants' perceptions around professional development regarding LGBTQ slurs. Lastly, RQ 3 delved into best practices around intervening when students use LGBTQ slurs. A semi-structured open-ended interview process was used to gather the data. The 11 participants were recruited through connections I had with administrators across three different states and the snowball sampling process when not enough participants were found. The targeted population was elementary school teachers from public schools, with at least 3 years of experience. The semi-structured open-ended interviews were conducted via Zoom, transcribed using Zoom capabilities, and Bryman's four-stages of coding. The coding process was ultimately done by hand. The study found several major themes: Collective Responsibility, Frequency and Place of Homophobia Slurs, Supports are Needed, Treated Like Any Other Slur, Job Security, Lack of Professional Development, Professional Development Needs, Relationships with Students, Dialogue with Students, Mental Health Providers, Intervention, and No Distinction Between Slurs. The study found that the participants believed that intervening when an LGBTQ slur was used was vital. They shared that support in needed from the administrators and community to comfortably intervene. They found that the slurs are happening at the elementary level and bringing it to personal level while building relationships with their students helped minimize the slurs occurring. Lastly the participants expressed their fear of the lack of professional development happening on how to intervene appropriately when their students use LGBTQ slurs. Most of the participants shared that they had never witnessed a professional development on the topic and that scared them. Recommendation for future researchers may want to expand their inquiries to a larger population of elementary school teachers for further details regarding what type of professional development is best suited for lower grade level teachers. In addition, I would suggest a similar study, this time, however, including another important stakeholder population, such as students who self-identify as LGBTQ. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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