The Pedagogical Practices of Québec High School Teachers Relative to Sexual Diversity
Bibliographic Data
| ID | 12973121 |
|---|---|
| Authors | Gabrielle Richard (0000-0003-2230-354X, Université de Montréal, corresponding author) |
| Year | 2015 |
| Volume | 12 |
| Issue | 2 |
| Pages | 113-143 |
| Publication date | 2015-04-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of LGBT Youth (JOURNAL) |
| Journal identifiers | ISSN: 1936-1653 • E-ISSN: 1936-1661 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/19361653.2014.969866 |
| OpenAlex | W2057666784 |
| Language | EN |
| Citations received | 22 |
| References cited | 54 |
This article explores the ways in which teachers describe their pedagogical and intervention practices relative to sexual diversity in Québec (Canada). Three variables closely associated with teachers who report inclusive practices emerge: experiential training (based on the experience of a lesbian, gay, or bisexual [LGB] teacher), contact training (from close acquaintance with LGB individuals), and professional training. These factors impact the probability that a teacher will refer to homosexuality, intervene when homophobic incidents occur to deconstruct prejudices, and become the confidant of LGBQ students. Results are discussed based on research on minority teachers and on the roles of straight allies in education
Diversity (politics · Experiential learning · Homosexuality · Human sexuality · Intervention (counseling · Lesbian · Pedagogy · Professional development · Queer · Sexual identity · Sexual minority · Sexual orientation · Sociology · Teacher education · Transgender · African Sexualities and LGBTQ+ Issues · Gender Studies · LGBTQ Health, Identity, and Policy · Psychology · Social Psychology
GRIS-Montréal, témoin et acteur de l’évolution des attitudes des élèves du secondaire envers la diversité sexuelle
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| Unique citing works | 22 |
|---|---|
| Citations per year | 3,14 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 21 |