Masters Thesis

An analysis of student teacher preparation in relation to homophobia

The literature reveals that teacher education programs are not adequately reducing bias and prejudice in relation to sexual orientation in preservice teachers. Many factors influence the lack of adequate preparation. Preservice teachers hold homophobic attitudes, exhibit unwillingness to address gay and lesbian issues, and show a general lack of knowledge about homosexuality. Preservice teachers indicate that their preservice programs failed to address issues of sexual orientation, exhibited more bias in relation to sexual orientation than to race and gender issues, and failed to prepare them to meet the needs of lesbian and gay students. Preservice teachers also show higher bias in relation to sexual orientation than race, gender, social class, ability and language/immigration. Lesbian, gay, bisexual, transgender, and queer (LGBTQ) teachers have seen incremental advances in their struggle for equality in the schools. Teachers who identify as LGBTQ continue to hide their identity due to fear of loss of employment. Teachers attempt to pass as heterosexual and self-distance from sexuality as strategies to hide their identities. Queer teacher candidates express significant fears about teaching anti-homophobia content or coming out in their schools. I interviewed nine secondary education credential candidates over the course of the year in the teacher preparation program. This study examines their responses to homophobia encountered in their schools. I focused on their understandings of the school climate, school policies, and support provided by the school to protect and support LGBTQ students. Candidates responded in proactive and reactive ways to homophobia and other forms of oppression. While some mentor teachers both supported and encouraged candidates' efforts, others made homophobic comments themselves, or did little to model intervention. This study also examines how queer identified teacher candidates understood LGBTQ issues in their schools and how they navigated their own safety and security in the homophobic environments in which they were teaching. They struggled in their attempts to address heterosexism and homophobia while simultaneously being victims of both. This study asks the question: How does an intensive course in multicultural education affect teacher candidates' practice and attitudes in relation to homophobia in a small northern California credential program?

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