Abstract
With a book focusing on teaching and affirming trans* and gender creative youth, it is critical to discuss not only the experiences of these students in schools and specific practices teachers can employ to make school spaces more inclusive for trans* and gender non-conforming students, but to also include a discussion on the preparation of teachers to work with this population. Brant presents the data from two studies measuring preservice and inservice teachers’ perceived self-efficacy in working with and working for trans* and gender creative youth. From this data she makes recommendations about the ways in which teacher educators can apply a Queer Literacy Framework as a part of a teacher preparation program.
This is a preview of subscription content, log in via an institution to check access.
Notes
- 1.
Each study cited was approved by IRB.
References
Beam, C. (2007). Transparent: Love, family, and living the T with transgender teenagers. Orlando: Harcourt Books.
Brant, C. A. R. (2014). Preservice teachers’ perspectives on methods, pedagogy and self-efficacy related to gender and sexuality as a part of their multicultural teacher education (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses (Accession Order No. 3671810).
Brant, C.A.R. & Tyson, C.A. (in press). LGBTQ self-efficacy in the Social Studies, Journal of Social Studies Research.
Friedman, I. A., & Kass, E. (2002). Teacher self-efficacy: A classroom-organization conceptualization. Teaching and Teacher Education, 18(6), 675–686. doi:10.1016/S0742-051X(02)00027-6.
Gorski, P. (2009). What we’re teaching teachers: An analysis of multicultural teacher education coursework syllabi. Journal of Teaching and Teacher Education, 25(2), 309–318.
Gorski, P. C., Davis, S. N., & Reiter, A. (2013). An examination of the (in)visibility of sexual orientation, heterosexism, homophobia and other LGBTQ concerns in U.S. multicultural teacher education coursework. Journal of LGBTQ Youth, 10, 224–248.
Holmes, S. E., & Cahill, S. (2004). School experiences of gay, lesbian, bisexual and transgender youth. Journal of Gay & Lesbian Issues in Education, 1(3), 53–66.
Kosciw, J. G., Greytak, E. A., Diaz, E. M., & Bartkiewicz, M. J. (2010). The 2009 National School Climate Survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools. New York: GLSEN.
Kosciw, J. G., Greytak, E. A., Diaz, E. M., & Bartkiewicz, M. J. (2012). The 2011 National School Climate Survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools. New York: Gay, Lesbian & Straight Education Network.
Kosciw, J. G., Greytak, E. A., Palmer, N. A., & Boesen, M. J. (2014). The 2013 National School Climate Survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools. New York: GLSEN.
Macgillibray, I. K., & Jennings, T. (2008). A content analysis exploring lesbian, gay, bisexual and transgender topics in foundations of education textbooks. Journal of Teacher Education, 59(2), 170–188.
Meyer, E. (2010). Gender and sexual diversity in schools. New York: Springer.
Miller, s. (2015). A queer literacy framework promoting (a)gender and a(sexuality) self-determination and justice. English Journal, 104(5), 37–44.
Sherwin, G., & Jennings, T. (2006). Feared, forgotten or forbidden: Sexual orientation topics in secondary teacher preparation programs in the USA. Teaching Education, 17(3), 207–233.
Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.
Ybarra, M. L., Mitchell, K. J., & Kosciw, J. G. (2014). The relation between suicidal ideation and bullying victimization in a national sample of transgender and non-transgender adolescents. In P. Goldblum, D. Espelage, J. Chu, & B. Bognar (Eds.), Youth suicide and bullying: Challenges and strategies for prevention and intervention (pp. 134–147). New York: Oxford University Press.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Appendix
Appendix
Children’s Picture Books Addressing (A)Gender Topics
dePaola, T. (1979). Oliver Button Is a Sissy (Reissue edition). S.l.: HMH Books for Young Readers.
Ewert, M. (2008). 10,000 dresses. New York: Triangle Square.
Fierstein, H. (2005). The sissy duckling. New York: Simon & Schuster Books for Young Readers.
Herthel, J., & Jennings, J. (2014). I am Jazz. New York, New York: Dial Books.
Hoffman, S., & Hoffman, I. (2014). Jacob’s new dress. Chicago, Illinois: Albert Whitman & Company.
Kilodavis, C. (2010). My princess boy (1 edition). New York: Aladdin.
*List adapted from:
http://www.therainbowtimesmass.com/2013/03/21/transgender-parent-friendly-picture-books-for-young-children/ & https://www.goodreads.com/list/show/20314.Transgender_Friendly_Young_Children_s_Books_
Copyright information
© 2016 The Author(s)
About this chapter
Cite this chapter
Brant, C.A.R. (2016). Teaching Our Teachers: Trans* and Gender Education in Teacher Preparation and Professional Development. In: Miller, s. (eds) Teaching, Affirming, and Recognizing Trans and Gender Creative Youth. Queer Studies and Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-56766-6_3
Download citation
DOI: https://doi.org/10.1057/978-1-137-56766-6_3
Published:
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-137-56765-9
Online ISBN: 978-1-137-56766-6
eBook Packages: EducationEducation (R0)