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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
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
FullText Text:
  Availability: 0
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  Data: Increasing ELA Teachers' Confidence Regarding LGBTQ+ Inclusion through Professional Development
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  Data: <searchLink fieldCode="SO" term="%22Impacting+Education%3A+Journal+on+Transforming+Professional+Practice%22"><i>Impacting Education: Journal on Transforming Professional Practice</i></searchLink>. 2025 10(4):23-29.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22English+Teachers%22">English Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22LGBTQ+People%22">LGBTQ People</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Role+Playing%22">Role Playing</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Controversial+Issues+%28Course+Content%29%22">Controversial Issues (Course Content)</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22New+Jersey%22">New Jersey</searchLink>
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  Data: 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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  Data: 2026
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  Data: EJ1491424
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      – Text: English
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        PageCount: 7
        StartPage: 23
    Subjects:
      – SubjectFull: Language Arts
        Type: general
      – SubjectFull: English Teachers
        Type: general
      – SubjectFull: LGBTQ People
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Coping
        Type: general
      – SubjectFull: Role Playing
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Controversial Issues (Course Content)
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: New Jersey
        Type: general
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      – TitleFull: Increasing ELA Teachers' Confidence Regarding LGBTQ+ Inclusion through Professional Development
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              Y: 2025
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