Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy

Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy

Noted as an IGI Global Core Reference Title in Education for 2019.

April Sanders (Spring Hill College, USA), Laura Isbell (Texas A&M University, Commerce, USA) and Kathryn Dixon (Texas A&M University, Commerce, USA)
Release Date: December, 2019|Copyright: © 2020 |Pages: 381
ISBN13: 9781799814047|ISBN10: 1799814041|EISBN13: 9781799814061|DOI: 10.4018/978-1-7998-1404-7


Educators in the K-12 school environment work diligently to help at-risk students find success in the classroom. One particular group of at-risk students is the LGBTQ+ population. K-12 students who identify as lesbian, gay, bisexual, transgender, or queer often fear the repercussions of disclosing this information in the classroom environment. Homophobia from fellow students, faculty, and/or administrators can be in the form of bullying, lack of acknowledgement of identity, absence in curriculum, etc. There is a strong need for this group of students to be included in the landscape of curriculum design and policymaking.

Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy is a critical research publication that provides comprehensive research on inclusive curriculum design and education policy that specifically impacts LGBTQ+ students. Featuring an array of topics such as gender diversity, mental health services, and preservice teachers, this book is essential for teachers, counsellors, school psychologists, therapists, curriculum developers, instructional designers, principals, school boards, academicians, researchers, administrators, policymakers, and students.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Censorship
  • Curriculum Design
  • Education Policy
  • Gender Diversity
  • Homophobia
  • K-12 Education
  • LGBTQ+
  • Mental Health Services
  • Preservice Teachers
  • School Librarians

Table of Contents and List of Contributors

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