Date of Award

Spring 3-2-2023

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Cherie Gaines

Second Advisor

Dr. Kristy Hutson

Third Advisor

Dr. Alexander Parks

Abstract

Lesbian, Gay, Bisexual, Transgender, Queer students were a vulnerable population in rural Appalachian high schools. Minority high school students, specifically those who identified as Lesbian, Gay, Bisexual, Transgender, Queer, who saw themselves reflected in practices and curriculum increased their academic performance, felt safe, and developed stronger empathy for others. Traditionally, English Language Arts teachers had power to select literary works and supplemental materials they deemed important for their students; however, local, district, and state stakeholders and policymakers influenced curricular choices in English Language Arts classrooms more directly than had occurred in the past. Further marginalizing Lesbian, Gay, Bisexual, Transgender, Queer students, legislation trends and the political climate at the time of this study targeted Lesbian, Gay, Bisexual, Transgender, and Queer students and caused reluctance in or disallowed teachers to include Lesbian, Gay, Bisexual, Transgender, Queer topics. After collecting data from 16 rural Appalachian high school certified English Language Arts teachers, I concluded teachers’ perceptions of practices and policies about Lesbian, Gay, Bisexual, Transgender, Queer-inclusive curriculum negatively influenced what they taught in their classrooms; therefore, English Language Arts teachers’ negative perceptions of policies and practices prevented the implementation of Lesbian, Gay, Bisexual, Transgender, Queer-inclusive curriculum in rural Appalachian high schools to the detriment of Lesbian, Gay, Bisexual, Transgender, Queer students.

Keywords

LGBTQ, Appalachia, English Language Arts, Curriculum

Additional Files
Viles Form 11.pdf (181 kB)
Download

Share

COinS