View in EDS

Exploring the Impact of an Intervention on Pre-Service Science Teachers' Attitudes and Beliefs about Gender and Sexual Diversity-Inclusive Science Teaching

Saved in:
Bibliographic Details
Title: Exploring the Impact of an Intervention on Pre-Service Science Teachers' Attitudes and Beliefs about Gender and Sexual Diversity-Inclusive Science Teaching
Language: English
Authors: Gary William Wright (ORCID 0000-0002-5362-1922), Cesar Delgado (ORCID 0000-0002-8873-9920), K. Rende Mendoza (ORCID 0000-0002-7079-477X)
Source: Journal of Research in Science Teaching. 2024 61(8):2011-2045.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 35
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Science Teachers, Teacher Attitudes, Intervention, Sex, Inclusion, Science Instruction, Student Diversity, Teacher Education, Vocabulary, Consciousness Raising, Faculty Development
DOI: 10.1002/tea.21942
ISSN: 0022-4308
1098-2736
Abstract: Exploring how science teacher education programs can prepare science teachers to support gender and sexually diverse students remains an important area for research. A 5-week intervention was designed for pre-service science teachers' (PSSTs), addressing gender and sexual diversity (GSD). The effects of the intervention on PSSTs' attitudes and beliefs about GSD-inclusive science teaching (GSDST) were explored using a multiple case study research design. In addition, the design elements of the intervention that were perceived as most significant were identified. Our results showed that the PSSTs were mostly supportive of measures indicative of GSDST prior to the intervention, and there was an overall trend in favor of GSDST with small effect sizes after the intervention, which did not reach statistical significance. Using thematic analysis, three themes were identified to characterize how their attitudes and beliefs changed throughout the intervention: GSDST is perceived as important for student safety; an "add LGBT and stir" approach to GSDST; and uncertainty of GSD language. Five design features of the intervention that were perceived as most impactful were group dialog; coherence to Ambitious Science Teaching; GSD terminology; knowledge of intersex, hormones, and lesbian, gay, bisexual, transgender, and queer scientists; and relevant case studies. The findings contribute to understanding how science teacher education programs can impact PSSTs' attitudes, beliefs, and intended enactment of GSDST consistent, with recent calls for GSD equity in science education.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1449835
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1449835
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Exploring the Impact of an Intervention on Pre-Service Science Teachers' Attitudes and Beliefs about Gender and Sexual Diversity-Inclusive Science Teaching
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Gary+William+Wright%22">Gary William Wright</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5362-1922">0000-0002-5362-1922</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cesar+Delgado%22">Cesar Delgado</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8873-9920">0000-0002-8873-9920</externalLink>)<br /><searchLink fieldCode="AR" term="%22K%2E+Rende+Mendoza%22">K. Rende Mendoza</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7079-477X">0000-0002-7079-477X</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Science+Teaching%22"><i>Journal of Research in Science Teaching</i></searchLink>. 2024 61(8):2011-2045.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 35
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Sex%22">Sex</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Consciousness+Raising%22">Consciousness Raising</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/tea.21942
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0022-4308<br />1098-2736
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Exploring how science teacher education programs can prepare science teachers to support gender and sexually diverse students remains an important area for research. A 5-week intervention was designed for pre-service science teachers' (PSSTs), addressing gender and sexual diversity (GSD). The effects of the intervention on PSSTs' attitudes and beliefs about GSD-inclusive science teaching (GSDST) were explored using a multiple case study research design. In addition, the design elements of the intervention that were perceived as most significant were identified. Our results showed that the PSSTs were mostly supportive of measures indicative of GSDST prior to the intervention, and there was an overall trend in favor of GSDST with small effect sizes after the intervention, which did not reach statistical significance. Using thematic analysis, three themes were identified to characterize how their attitudes and beliefs changed throughout the intervention: GSDST is perceived as important for student safety; an "add LGBT and stir" approach to GSDST; and uncertainty of GSD language. Five design features of the intervention that were perceived as most impactful were group dialog; coherence to Ambitious Science Teaching; GSD terminology; knowledge of intersex, hormones, and lesbian, gay, bisexual, transgender, and queer scientists; and relevant case studies. The findings contribute to understanding how science teacher education programs can impact PSSTs' attitudes, beliefs, and intended enactment of GSDST consistent, with recent calls for GSD equity in science education.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1449835
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1449835
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/tea.21942
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 35
        StartPage: 2011
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Sex
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Consciousness Raising
        Type: general
      – SubjectFull: Faculty Development
        Type: general
    Titles:
      – TitleFull: Exploring the Impact of an Intervention on Pre-Service Science Teachers' Attitudes and Beliefs about Gender and Sexual Diversity-Inclusive Science Teaching
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Gary William Wright
      – PersonEntity:
          Name:
            NameFull: Cesar Delgado
      – PersonEntity:
          Name:
            NameFull: K. Rende Mendoza
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 0022-4308
            – Type: issn-electronic
              Value: 1098-2736
          Numbering:
            – Type: volume
              Value: 61
            – Type: issue
              Value: 8
          Titles:
            – TitleFull: Journal of Research in Science Teaching
              Type: main
ResultId 1