What School Is Like for LGBTQ Students, By the Numbers (edweek.org)
“What School Is Like for LGBTQ Students, By the Numbers” by Eesha Pendharkar discusses the varying perspectives among teachers regarding the inclusion of LGBTQIA+ topics in the class. In her article, Pendharkar highlights the growing importance of LGBTQIA+-inclusive education and the increased need to consider the experiences of students who identify as members of the LGBTQIA+ community. She contends that inclusive curriculum can contribute to creating safe and affirming learning environments, while also acknowledging the division among teachers on this topic. She notes that some educators feel comfortable and confident teaching LGBTQIA+ topics because they recognize their significance for fostering inclusivity, combating discrimination, and promoting understanding; these teachers strive to incorporate LGBTQIA+ history, literature, and perspectives into their instruction. Conversely, other teachers may have concerns or discomfort when it comes to teaching LGBTQIA+ topics: according to Pendharkar, this may be attributed to lack of awareness or understanding of LGBTQIA+ issues. Others may face opposition from parents, colleagues, or community members who hold differing beliefs. Pendharkar emphasizes the importance of providing professional development and support for teachers to address concerns, build knowledge, and develop effective strategies for teaching LGBTQIA+ topics.
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