Australian Teacher Attitudes, Beliefs and Comfort towards Sexuality and Gender Diverse Students

Autor/inn/en	Burns, Sharyn; Saltis, Hanna; Hendriks, Jacqueline; Abdolmanafi, Atefe; Davis-McCabe, Catriona; Tilley, P. J. Matt; Winter, Sam
Titel	Australian Teacher Attitudes, Beliefs and Comfort towards Sexuality and Gender Diverse Students
Quelle	In: Sex Education: Sexuality, Society and Learning, 23 (2023) 5, S.540-555 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burns, Sharyn) ORCID (Saltis, Hanna) ORCID (Hendriks, Jacqueline) ORCID (Davis-McCabe, Catriona) ORCID (Winter, Sam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2022.2087177
Schlagwörter	Foreign Countries; Teacher Attitudes; Sexuality; LGBTQ People; Student Diversity; Inclusion; Well Being; School Policy; Curriculum; Faculty Development; Educational Policy; Social Bias; Controversial Issues (Course Content); Elementary Secondary Education; Interpersonal Relationship; Australia + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Sexualität; Inklusion; Well-being; Wellness; Wohlbefinden; Schulpolitik; Curricula; Lehrplan; Rahmenplan; Politics of education; Bildungspolitik; Controversial issues; Kontroverse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Australien
Abstract	This study explored school Australian teachers' beliefs towards, and comfort around, socialising with same-sex attracted and trans and gender diverse people, as well as beliefs about inclusive school-based policy and other school strategies to enhance the wellbeing of same sex attracted and trans and gender diverse students. Teachers (n = 109) in Australia demonstrated positive attitudes and beliefs towards, and comfort engaging with same sex attracted and trans and gender diverse people, although participants were significantly more positive in their reactions towards same sex attracted people. While participants were generally supportive of inclusive school strategies and policies, over half reported that policies that were inclusive of sexual and gender minorities were not implemented in their school. Less than one third of participants indicated inclusive education was included in the curriculum at their school. Ongoing professional development was identified as essential by almost all participants. Findings support the need for Australian government policy mandating inclusive education be included in the curriculum and whole school strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01