Educators’ Reasons for Not Practising 2SLGBTQ+ Inclusive Education
DOI :
https://doi.org/10.53967/cje-rce.v44i4.4665Mots-clés :
2SLGBTQ , teachers, educators, 2SLGBTQ -inclusive education, K–12 schoolsRésumé
In this article, we analyze educators’ self-reported reasons for not addressing LGBTQ topics in their schools in order to develop a clearer picture of the barriers that prevent educators from engaging in LGBTQ-supportive practices. Using hierarchal OLS (ordinary least squares) and logistic regression models to analyze the impacts of demographic, individual-based, and school-based barriers to practising LGBTQ inclusive education, we found that the most common reasons for inaction reported by educators were a lack of training/resources and general fear of opposition from various sources; however, educators who felt that confidence in the level of support for LGBTQ-inclusive education at the school level were less likely to give these as reasons for inaction.
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© Société canadienne pour l'étude de l'éducation 2021
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
La Revue canadienne de l’éducation utilise la licence CC BY-NC-ND de Creative Commons. Pour la permission de reproduire la totalité ou une partie d’un article, veuillez communiquer avec la directrice de la publication.