Elizabeth J Meyer
Dados Biográficos
| ID | 325071 |
|---|---|
| NOME | Elizabeth J Meyer |
| PRENOMES | Elizabeth J |
| SOBRENOME | Meyer |
| ASSINATURA | MEYER E J |
| AFILIAÇÕES | University of Colorado Boulder |
| ORCID | 0000-0002-1974-1576 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 103 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2008 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Advocacy and Activism for LGBTQ+ Equity in U.S. Schools
This systematic literature review presents an analysis of the existing peer-reviewed publications on advocacy and activism for LGBTQ+ equity involving students and staff in U.S. schools. By applying Booth et al.’s search, appraisal, synthesis, and analysis (SALSA) framework, the authors find that, though this area of study has grown significantly since 1993, there are still significant gaps in the understanding of this topic. By applying a concep…
Race as the starting place
This article examines the role that Equity Directors play in K-12 schools to understand how these roles are structured in districts, the supports and challenges directors experience, and whether and how they integrate gender and sexual diversity topics into district diversity, equity and inclusion efforts. We conducted semi-structured interviews with ten participants from nine school districts across the USA that had non-discrimination laws addre…
Sex, Gender, and Education Research
This article situates transgender studies in education within related bodies of education research literature to highlight this field as an important emerging area of scholarship. This scholarship is key for scholars centering gender, equity, and liberation as priorities to engage with since transgender epistemologies can add strength, nuance, and criticality to education research and practice. The purpose of this article is to clearly identify t…
Who is (Not) Protected by Title IX? A Critical Review of 45 Years of Research
Background/Context This is the first published systematic literature review with an exclusive focus on Title IX scholarship. This article aims to offer a holistic view of the existing knowledge base in this field presented in peer-reviewed scholarly publications. Purpose This review of the literature identifies key trends in this body of research and highlights strengths, as well as gaps and oversights, that future research should address. Resear…
Elementary Teachers' Experiences with LGBTQ-inclusive Education
This article presents the findings from a national study on the experiences of educators with gay, lesbian, bisexual, transgender, and queer (LGBTQ) topics in elementary schools and recommendations for practice based in our experiences as classroom teachers and teacher educators. Using responses to open-ended questions that were part of a large-scale survey, we discuss the ways LGBTQ content is being included in PK-5 classrooms and the challenges…
Teachers’ professional learning to affirm transgender, non-binary, and gender-creative youth
This paper critically examines the professional learning needs called for by educators working to support transgender, non-binary, and gender-creative (trans) youth and makes recommendations for practice. Interviews were conducted with 26 educators (preschool to secondary) who have worked directly with trans students (any child whose behaviour does not match stereotypes for their sex category assigned at birth, or who identifies with a gender dif…
Can policies help schools affirm gender diversity? A policy archaeology of transgender-inclusive policies in California schools
Since 2010, California passed three laws that address the safety and inclusion of transgender students. Seth’s Law (SB 48), the Fair, Accurate, Inclusive, and Respectful (FAIR) Education Act (AB 9) and The School Success and Opportunity Act (AB 1266). The policies of 10 large urban districts in and around the San Francisco Bay Area were analyzed using policy archaeology methodology (PAM) to critically evaluate the possibilities and limits of tran…
Transgender and Gender-Creative Students in PK–12 Schools
Context A growing body of work refects the ways in which gender-creative and transgender students are ill-served by current social climates in the vast majority of public schools. Few studies have explored this topic from an educator's perspective. Purpose This study was designed to develop a conception of the barriers and supports that exist for educators working to create learning environments that affirm transgender and gender-creative student…
Legal pluralism as a new framework to understand bullying interventions
Gaps between beliefs, perceptions, and practices
The Every Teacher Project involved large-scale survey research conducted to identify the beliefs, perspectives, and practices of Kindergarten to Grade 12 educators in Canadian public schools regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ)–inclusive education. Comparisons are made between LGBTQ and cisgender heterosexual participants, between participants teaching at different grade levels, and between participants in school distr…
Perspectives on gender and sexual diversity (GSD)-inclusive education
This paper presents findings from a national study on the beliefs and practices of K-12 educators regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues in schools. Over 3400 Canadian educators participated in the study, which took the form of a bilingual (English/French) online survey. Respondents answered questions about their values regarding human rights and LGBTQ-inclusive education, their practices in the classroom, experie…
Subverting the Ivory Tower
Queer Youth and the Culture Wars
This article builds on Lugg's (2006) Lugg, C. 2006. Thinking about sodomy: Public schools, legal panopticons, and queers. Educational Policy, 20(1): 35–58. [Crossref], [Web of Science ®] , [Google Scholar] discussion of surveillance in public schools and how queer youth are resisting schools’ current efforts to regulate sexual orientation and gender expression in the U.S. and internationally. Legal complaints initiated by queer youth against thei…
Handbooks for Educators and Students Working with Gay-Straight Alliances
This book review essay discusses key issues surrounding the creation and leadership of student-led gay–straight alliances (GSAs) and related diversity clubs in schools through a discussion and analysis of two handbooks on the topic. These handbooks were written by authors in the United States and Canada and provide a valuable introduction to anyone engaged in anti-homophobia work in schools
Gendered harassment in secondary schools
This article provides an analysis of teachers’ perceptions of and responses to gendered harassment in Canadian secondary schools based on in‐depth interviews with six teachers in one urban school district. Gendered harassment includes any behaviour that polices and reinforces traditional heterosexual gender norms such as (hetero)sexual harassment, homophobic harassment, and harassment for gender non‐conformity. This study shows that educators exp…
Gendered harassment in secondary schools
This article provides an analysis of teachers’ perceptions of and responses to gendered harassment in Canadian secondary schools based on in‐depth interviews with six teachers in one urban school district. Gendered harassment includes any behaviour that polices and reinforces traditional heterosexual gender norms such as (hetero)sexual harassment, homophobic harassment, and harassment for gender non‐conformity. This study shows that educators exp…
Can policies help schools affirm gender diversity? A policy archaeology of transgender-inclusive policies in California schools
Since 2010, California passed three laws that address the safety and inclusion of transgender students. Seth’s Law (SB 48), the Fair, Accurate, Inclusive, and Respectful (FAIR) Education Act (AB 9) and The School Success and Opportunity Act (AB 1266). The policies of 10 large urban districts in and around the San Francisco Bay Area were analyzed using policy archaeology methodology (PAM) to critically evaluate the possibilities and limits of tran…
Gaps between beliefs, perceptions, and practices
The Every Teacher Project involved large-scale survey research conducted to identify the beliefs, perspectives, and practices of Kindergarten to Grade 12 educators in Canadian public schools regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ)–inclusive education. Comparisons are made between LGBTQ and cisgender heterosexual participants, between participants teaching at different grade levels, and between participants in school distr…
Sex, Gender, and Education Research
This article situates transgender studies in education within related bodies of education research literature to highlight this field as an important emerging area of scholarship. This scholarship is key for scholars centering gender, equity, and liberation as priorities to engage with since transgender epistemologies can add strength, nuance, and criticality to education research and practice. The purpose of this article is to clearly identify t…
Elementary Teachers' Experiences with LGBTQ-inclusive Education
This article presents the findings from a national study on the experiences of educators with gay, lesbian, bisexual, transgender, and queer (LGBTQ) topics in elementary schools and recommendations for practice based in our experiences as classroom teachers and teacher educators. Using responses to open-ended questions that were part of a large-scale survey, we discuss the ways LGBTQ content is being included in PK-5 classrooms and the challenges…
Queer Youth and the Culture Wars
This article builds on Lugg's (2006) Lugg, C. 2006. Thinking about sodomy: Public schools, legal panopticons, and queers. Educational Policy, 20(1): 35–58. [Crossref], [Web of Science ®] , [Google Scholar] discussion of surveillance in public schools and how queer youth are resisting schools’ current efforts to regulate sexual orientation and gender expression in the U.S. and internationally. Legal complaints initiated by queer youth against thei…
Handbooks for Educators and Students Working with Gay-Straight Alliances
This book review essay discusses key issues surrounding the creation and leadership of student-led gay–straight alliances (GSAs) and related diversity clubs in schools through a discussion and analysis of two handbooks on the topic. These handbooks were written by authors in the United States and Canada and provide a valuable introduction to anyone engaged in anti-homophobia work in schools
Gendered harassment in secondary schools
This article provides an analysis of teachers’ perceptions of and responses to gendered harassment in Canadian secondary schools based on in‐depth interviews with six teachers in one urban school district. Gendered harassment includes any behaviour that polices and reinforces traditional heterosexual gender norms such as (hetero)sexual harassment, homophobic harassment, and harassment for gender non‐conformity. This study shows that educators exp…
Queer Youth and the Culture Wars
This article builds on Lugg's (2006) Lugg, C. 2006. Thinking about sodomy: Public schools, legal panopticons, and queers. Educational Policy, 20(1): 35–58. [Crossref], [Web of Science ®] , [Google Scholar] discussion of surveillance in public schools and how queer youth are resisting schools’ current efforts to regulate sexual orientation and gender expression in the U.S. and internationally. Legal complaints initiated by queer youth against thei…
Handbooks for Educators and Students Working with Gay-Straight Alliances
This book review essay discusses key issues surrounding the creation and leadership of student-led gay–straight alliances (GSAs) and related diversity clubs in schools through a discussion and analysis of two handbooks on the topic. These handbooks were written by authors in the United States and Canada and provide a valuable introduction to anyone engaged in anti-homophobia work in schools
Subverting the Ivory Tower
Perspectives on gender and sexual diversity (GSD)-inclusive education
This paper presents findings from a national study on the beliefs and practices of K-12 educators regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues in schools. Over 3400 Canadian educators participated in the study, which took the form of a bilingual (English/French) online survey. Respondents answered questions about their values regarding human rights and LGBTQ-inclusive education, their practices in the classroom, experie…
Transgender and Gender-Creative Students in PK–12 Schools
Context A growing body of work refects the ways in which gender-creative and transgender students are ill-served by current social climates in the vast majority of public schools. Few studies have explored this topic from an educator's perspective. Purpose This study was designed to develop a conception of the barriers and supports that exist for educators working to create learning environments that affirm transgender and gender-creative student…
Legal pluralism as a new framework to understand bullying interventions
Gaps between beliefs, perceptions, and practices
The Every Teacher Project involved large-scale survey research conducted to identify the beliefs, perspectives, and practices of Kindergarten to Grade 12 educators in Canadian public schools regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ)–inclusive education. Comparisons are made between LGBTQ and cisgender heterosexual participants, between participants teaching at different grade levels, and between participants in school distr…
Teachers’ professional learning to affirm transgender, non-binary, and gender-creative youth
This paper critically examines the professional learning needs called for by educators working to support transgender, non-binary, and gender-creative (trans) youth and makes recommendations for practice. Interviews were conducted with 26 educators (preschool to secondary) who have worked directly with trans students (any child whose behaviour does not match stereotypes for their sex category assigned at birth, or who identifies with a gender dif…
Can policies help schools affirm gender diversity? A policy archaeology of transgender-inclusive policies in California schools
Since 2010, California passed three laws that address the safety and inclusion of transgender students. Seth’s Law (SB 48), the Fair, Accurate, Inclusive, and Respectful (FAIR) Education Act (AB 9) and The School Success and Opportunity Act (AB 1266). The policies of 10 large urban districts in and around the San Francisco Bay Area were analyzed using policy archaeology methodology (PAM) to critically evaluate the possibilities and limits of tran…
Elementary Teachers' Experiences with LGBTQ-inclusive Education
This article presents the findings from a national study on the experiences of educators with gay, lesbian, bisexual, transgender, and queer (LGBTQ) topics in elementary schools and recommendations for practice based in our experiences as classroom teachers and teacher educators. Using responses to open-ended questions that were part of a large-scale survey, we discuss the ways LGBTQ content is being included in PK-5 classrooms and the challenges…
Who is (Not) Protected by Title IX? A Critical Review of 45 Years of Research
Background/Context This is the first published systematic literature review with an exclusive focus on Title IX scholarship. This article aims to offer a holistic view of the existing knowledge base in this field presented in peer-reviewed scholarly publications. Purpose This review of the literature identifies key trends in this body of research and highlights strengths, as well as gaps and oversights, that future research should address. Resear…
Sex, Gender, and Education Research
This article situates transgender studies in education within related bodies of education research literature to highlight this field as an important emerging area of scholarship. This scholarship is key for scholars centering gender, equity, and liberation as priorities to engage with since transgender epistemologies can add strength, nuance, and criticality to education research and practice. The purpose of this article is to clearly identify t…
Race as the starting place
This article examines the role that Equity Directors play in K-12 schools to understand how these roles are structured in districts, the supports and challenges directors experience, and whether and how they integrate gender and sexual diversity topics into district diversity, equity and inclusion efforts. We conducted semi-structured interviews with ten participants from nine school districts across the USA that had non-discrimination laws addre…
Advocacy and Activism for LGBTQ+ Equity in U.S. Schools
This systematic literature review presents an analysis of the existing peer-reviewed publications on advocacy and activism for LGBTQ+ equity involving students and staff in U.S. schools. By applying Booth et al.’s search, appraisal, synthesis, and analysis (SALSA) framework, the authors find that, though this area of study has grown significantly since 1993, there are still significant gaps in the understanding of this topic. By applying a concep…
Sociology (12 obras) · LGBTQ Health, Identity, and Policy (10 obras) · Psychology (10 obras) · Gender Studies (9 obras) · Pedagogy (9 obras) · Transgender (8 obras) · Gender Roles and Identity Studies (7 obras) · Gender Studies (6 obras) · Political science (6 obras) · Homosexuality (5 obras)