The Prevalence of LGBTQ+ Teachers in the United States
Bibliographic Data
| ID | 9733521 |
|---|---|
| Authors | Laura Bellows (0000-0003-4388-0696, RAND Corporation, Santa Monica, CA, corresponding author), Chris Doss (0000-0002-9333-7395, RAND Corporation, Santa Monica, CA), Samuel Mann (0000-0002-1814-5684, RAND Corporation, Santa Monica, CA) |
| Year | 2025 |
| Volume | 54 |
| Issue | 8 |
| Pages | 493-496 |
| Publication date | 2025-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x251347232 |
| OpenAlex | W4411209853 |
| Language | EN |
| References cited | 5 |
Due to limited data, we know little about the prevalence of lesbian, gay, bisexual, transgender, and queer (LGBTQ+) educators. Using the American Community Survey and Census Pulse, we examine the representation of LGBTQ+ individuals in PK–12 teaching. We find that 3.3% to 3.5% of LGBTQ+ individuals are teachers; in contrast, 4.4% to 4.9% of non-LGBTQ+ individuals are teachers. This new evidence highlights the need for data collection and research to explore why LGBTQ+ individuals are underrepresented in teaching and approaches to remedy this disparity, which likely has implications for LGBTQ+ students
Homosexuality · Mathematics education · Pedagogy · Sexual orientation · Sociology · Gender Studies · LGBTQ Health, Identity, and Policy · Psychology · Social Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |