Help build this bibliography. If you need reading suggestions check this list of Professional Development Books & Articles to get started.

Payne, E. & Smith, M. (2010). Reduction of stigma in schools: An evaluation of the first three years. Issues in Teacher Education 19(2), 11-36.

Goal of article: To report out on the results of a study on a harm-reduction intervention that “aims to provide school personnel with information and resources that will empower them to advocate for LGBTQ students and to disrupt institutional practices that limit these youths’ access to social power in the school environment” (p. 12).

Key quotations: “Educators need to gain a clear understanding of the ways in which LGBTQ youth experience their schools, they need new ways to ‘see’ both their own interactions and the student interactions going on around them, and they need tools for change.” (p. 12)

“Peer regulation through heteronormativeity restricts how all students are ‘allowed’ to operate in their school environment” (p. 15)


Larrabee, T. G. & Morehead, P. (2010). Broadening views of social justice and teacher leadership: Addressing LGB issues in teacher education. Issues in Teacher Education 19(2), 37-53.

Goal of article: To argue for a contextualization of LGB issues in education within broader conceptual frameworks of social justice and teacher leadership. To report on the results of a heuristic case study involving preservice teachers in a required “educational issues” course. Main finding: “the results of this current study indicate that teachers are more likely to establish and implement inclusive policies and practices in their classrooms in response to LGB-themed instruction” (p. 50).

Key quotations: “More prevalent was an apparent disconnection between acknowledging inequities confronting LGB students and accepting personal responsibility for redressing them. These disconnections most commonly arose in three ways: (a) citing external barriers to taking personal actions; (b) reporting information absent personal reflection; and (c) depersonalizing the issue by discussing societal norms, or projecting responsibility for redressing this social injustice onto others” (p. 44).

“To provide all students with equitable access to their education, all teachers, new and experienced, must overcome their fears and lead their classrooms toward a more just community of learners” (p. 47).


Sadowski, M. (2010). Core values and the identity-supportive classroom: Setting LGBTQ issues within wider frameworks for preservice educators. Issues in Teacher Education 19(2), 53-63.

Goal of article: To demonstrate how placing LGBTQ issues within the larger ideals often reflected in a school’s mission statement is an effective strategy for empowering educators to advocate for LGBTQ youth.

Key quotations: “The exploration of LGBTQ issues in classrooms and schools thus takes place amid a larger conversation about how schools provide or fail to provide opportunities for students from various historically marginalized groups to develop positive identities as learners” (p. 58).


Horn, S. S. et al. (2010). Visibility matters: Policy work as activism in teacher education. Issues in Teacher Education 19(2), 65-80.

Goal of article: “In sum, we frame this work as a form of policy activism that is aimed to counter an epistemology of ignorance (Mills, 1197)” (p. 69). The authors conduct an electronic assessment of the visibility of LGBTQ issues in teacher education programs in Illinois (n=57).

Key quotations: “The absence of LGBTQ visibility and policy protection in teacher education programs, as well as pervasive heteronormativity, supports a context of silencing around LGBTQ issues, people, and lives and/or covering for LGBTQ faculty and teachers in teacher education programs” (p. 68).

“All too often, conceptual frameworks of multiculturalism do not include LGBTQ lives and communities or do so in very superficial ways (e.g., Galupo, 2007; Wade, 1995), making covering possible. They also avoid mentioning power and justice, whether or not ‘critical’ is appended to them. Power and justice undergird all difference frameworks, and particular differences need to be made explicit when we seek parity, call for representation, and refuse stigma” (p. 68-69).

Recommendations for teacher education programs, based on results of Visibility Matters 2010:

(copy list from page 77)


Whitlock, R. U. (2010). Getting queer: Teacher education, gender studies, and the cross-disciplinary quest for queer pedagogies. Issues in Teacher Education 19(2), 81-104.

Goal of article: Whitlock “reminds us that having uncomfortable conversations in a heteronormative environment is not easy nor is it often safe. But if we cannot have such conversations in our college classrooms, how can we expect our students to then have them in their K-12 classrooms?” (from Intro, p. 8)

Key quotations: p. 83,


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