Increasing ELA Teachers' Confidence Regarding LGBTQ+ Inclusion through Professional Development
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| Title: | Increasing ELA Teachers' Confidence Regarding LGBTQ+ Inclusion through Professional Development |
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| Language: | English |
| Authors: | Nicole Mustaccio |
| Source: | Impacting Education: Journal on Transforming Professional Practice. 2025 10(4):23-29. |
| Availability: | University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Language Arts, English Teachers, LGBTQ People, Faculty Development, Barriers, Coping, Role Playing, Self Efficacy, Controversial Issues (Course Content), Inclusion, High School Teachers |
| Geographic Terms: | New Jersey |
| ISSN: | 2472-5889 |
| Abstract: | This article addresses the prevalent hesitancy among English Language Arts (ELA) educators to incorporate LGBTQ+ authors and perspectives due to discomfort and fear of backlash from students, parents, and administration. Building on Chapter 5 of the author's dissertation, the article proposes a professional development plan to equip teachers with practical strategies to navigate challenges related to LGBTQ+ inclusion in ELA classrooms. Central to this plan are role-play sessions designed to enhance educators' confidence and skills in de-escalating confrontations. Empirical findings demonstrate that after targeted training, teachers report increased comfort and effectiveness in managing opposition to LGBTQ+ content. This research highlights the importance of preparatory support in fostering inclusive curricula and emphasizes the potential of professional development to promote equitable and affirming educational environments. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491424 |
| Database: | ERIC |
| Abstract: | This article addresses the prevalent hesitancy among English Language Arts (ELA) educators to incorporate LGBTQ+ authors and perspectives due to discomfort and fear of backlash from students, parents, and administration. Building on Chapter 5 of the author's dissertation, the article proposes a professional development plan to equip teachers with practical strategies to navigate challenges related to LGBTQ+ inclusion in ELA classrooms. Central to this plan are role-play sessions designed to enhance educators' confidence and skills in de-escalating confrontations. Empirical findings demonstrate that after targeted training, teachers report increased comfort and effectiveness in managing opposition to LGBTQ+ content. This research highlights the importance of preparatory support in fostering inclusive curricula and emphasizes the potential of professional development to promote equitable and affirming educational environments. |
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| ISSN: | 2472-5889 |
