GLSEN (Gay, Lesbian, Straight Education Network) highlighted the coauthored article by Paul C. Gorski, Shannon N. Davis, and Abigail Reiter, An Examination of the (In)visibility of Sexual Orientation, Heterosexism, Homophobia, and Other LGBTQ Concerns in U.S. Multicultural Teacher Education Coursework, in their January 2014 newsblast of inspiring research and scholarship.
From GLSEN's Newsblast:
We are currently embarking on a nationwide study of inclusion of LGBT topics in teacher education in partnership with the Association of American Colleges of Teacher Education (AACTE) and the Association of Teacher Educators (ATE), so we were very excited to read this 2013 article on this topic. Gorski and colleagues analyzed curricula and surveyed instructors, and concluded that multicultural teacher education courses often fail to include LGBT topics in meaningful ways, if at all. We are excited to contribute to this important area of inquiry in 2014, through both our planned national survey of teacher educators, and a panel presentation including several expert colleagues that we are convening at the upcoming American Educational Research Association (AERA) conference, The In/Exclusion of Lesbian, Gay, Bisexual, and Transgender Issues in Pre-Service Education.
Paul C. Gorski is an Associate Professor of Integrative Studies in George Mason University's New Country College, where his teaching and scholarship focuses on social and educational justice.
Shannon N. Davis is an Associate Professor of Sociology at George Mason University, studies how gender inequality is reproduced in institutions, with a specific focus on families and education.
Abigail Reiter teaches Sociology at the University of North Carolina-Wilmington and Cape Fear Community College while working on her doctoral dissertation on the social reproduction of poverty in an inner city.
Source: Taylor and Francis Online. 2014.