Abstract
This chapter explores social science research that examines the integration of content about LGBTQ-parent families in pedagogy and curriculum. The purpose of this chapter is to inform educators and scholars working in university settings on ways to integrate LGBTQ-parent family topics into their instruction. We identified 25 articles published between 1990 and 2018 that focused on LGBTQ-parent family topics within a variety of disciplines and curricula. Three major themes emerged from a content analysis of this literature: reflectivity, reactivity, and reinventing. In this chapter, we discuss how the process of active reflectivity promotes perspective-taking and the analysis of power, oppression, and privilege in multiple contexts. We posit that the process of reactivity challenges both instructors and students to assess how their own reactions to course content and the life experiences of diverse groups might influence their understanding and ability to learn and have empathy. We also discuss ways of “reinventing” oneself and course content in order to provide a critical social justice frame that sensitizes students to power, oppressive acts, and privilege. Utilizing an integrative theoretical framework that employs a foundation of cultural humility and social action, this chapter builds on the current research, identifies themes within that research, employs strategies for building LGBTQ-parent families into educational arenas, and considers next steps for research and practice.
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Appendix A
Appendix A
Pedagogy Articles
Allen, K. R. (1995). Opening the classroom closet: Sexual orientation and self-disclosure. Family Relations, 44, 136–141.
Allen, K. R., Floyd-Thomas, S. M., & Gillman, L. (2001). Teaching to transform: From volatility to solidarity in an interdisciplinary family studies classroom. Family Relations, 50, 317–325.
Case, K. A., Stewart, B., & Tittsworth, J. (2009). Transgender across the curriculum: A psychology for inclusion. Teaching of Psychology, 36, 117–121.
Eichstedt, J. L. (1996). Heterosexism and gay/lesbian/bisexual experiences: Teaching strategies and exercises. Teaching Sociology, 24, 384–388.
Few-Demo, A. L., Humble, Á. M., Curran, M. A., & Lloyd, S. A. (2016). Queer theory, intersectionality, and LGBT-parent families: Transformative critical pedagogy in family theory. Journal of Family Theory & Review, 8, 74–94.
Fletcher, A. C., & Russell, S. T. (2001). Incorporating issues of sexual orientation in the classroom: Challenges and solutions. Family Relations, 50, 34–40.
Goldstein, T. (1997). Unlearning homophobia through a pedagogy of anonymity. Teaching Education, 9, 115–124.
Hackman, H. W. (2012, Winter). Teaching LGBTQI issues in higher education: An interdependent framework. Diversity & Democracy: Civic Learning for Shared Futures, 15, 2–4.
Jaekel, K. (2016). What is normal, true, and right: A critical discourse analysis of students’ written resistance strategies on LGBTQ topics. International Journal of Qualitative Studies in Education, 29, 845–859.
Kuvalanka, K. A., Goldberg, A. E., & Oswald, R. F. (2013). Incorporating LGBTQ issues into family courses: Instructor challenges and strategies relative to perceived teaching climate. Family Relations, 62, 699–713.
Liddle, B. J. (1997). Coming out in class: Disclosure of sexual orientation and teaching evaluations. Teaching of Psychology, 24, 32–35.
Linley, J. L., Nguyen, D., Brazelton, G. B., Becker, B., Renn, K., & Woodford, M. (2016). Faculty as sources of support for LGBTQ college students. College Teaching, 64, 55–63.
Lovaas, K. E., Baroudi, L., & Collins, S. M. (2002). Transcending heteronormativity in the classroom: Using queer and critical pedagogies to alleviate trans-anxieties. In E. P. Cramer (Ed.), Addressing homophobia and heterosexism on college campuses (pp. 177–189). Binghamton, NY: Harrington Park Press.
McGeorge, C. R., Carlson, T. S., & Maier, C. A. (2016). Are we there yet? Faculty members’ beliefs and teaching practices related to the ethical treatment of lesbian, gay, and bisexual clients. Journal of Marital and Family Therapy, 43, 322–337.
Mulcahy, M., Dalton, S., Kolbert, J., & Crothers, L. (2016). Informal mentoring for lesbian, gay, bisexual, and transgender students. Journal of Educational Research, 109, 405–412.
Quilty, A. (2015). Empowering realities: LGBTQ empowerment through a programme based on critically engaged, queer pedagogy. Romanian Journal of Experimental Applied Psychology, 6, 36–48.
Robinson, K. H., & Ferfolja, T. (2001). ‘What are we doing this for?’ Dealing with lesbian and gay issues in teacher education. British Journal of Sociology of Education, 22, 121–133.
Simoni, J. M. (1996). Confronting heterosexism in the teaching of psychology. Teaching of Psychology, 23, 220–226.
Wallace, D. L. (2002). Out in the academy: Heterosexism, invisibility, and double consciousness. College English, 65, 53–66.
Wentling, T., Windsor, E., Schilt, K., & Lucal, B. (2008). Teaching transgender. Teaching Sociology, 36, 49–57.
Zacko-Smith, J. D., & Smith, G. P. (2010, Fall). Recognizing and utilizing queer pedagogy. Multicultural Education, 18, 2–9.
Pedagogy-Related Chapters and Books
Goldberg, A. E., & Allen, K. R. (Eds.). (2013). LGBT-parent families: Innovations in research and implications for practice. New York, NY: Springer.
Harbeck, K. M. (Ed.). (1992). Coming out of the classroom closet: Gay and lesbian students, teachers and curricula. Binghamton, NY: Teachers College Press.
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Kumashiro, K. (2002). Troubling education: Queer activism and antioppressive pedagogy. New York, NY: Routledge-Falmer.
Meyer, E. (2007). But I’m not gay: What straight teachers need to know about queer theory. In N. Rodriguez & W. Pinar (Eds.), Queering straight teachers: Discourse and identity in education. New York, NY: Peter Lang.
Oswald, R. (2010). Teaching about marriage inequality: A classroom simulation. In L. A. De Reus & L. B. Blume (Eds.), Social, economic, and environmental justice for all families (pp. 27–49). Ann Arbor, MI: Groves Conference on Marriage and Family.
Rodriguez, N., & Pinar, W. (Eds.). (2007). Queering straight teachers: Discourse and identity in education. New York, NY: Peter Lang.
Savin-Williams, R. C. (1993). Personal reflections on coming out, prejudice, and homophobia in the academic work place. In L. Diamant (Ed.), Homosexual issues in the workplace (pp. 225–241). Washington, DC: Taylor & Francis.
Helping Professions Training and Curricula
Ben-Ari, A. T. (2001). Homosexuality and heterosexism: Views from academics in the helping professions. British Journal of Social Work, 31, 119–131.
Edwards, L. L., Robertson, J. A., Smith, P. M., & O’Brien, N. B. (2014). Marriage and family training programs and their integration of lesbian, gay, and bisexual identities. Journal of Feminist Family Therapy, 26, 3–27.
Godfrey, K., Haddock, S. A., Fisher, A., & Lund, L. (2006). Essential components of curricula for preparing therapists to work effectively with lesbian, gay, and bisexual clients: A Delphi study. Journal of Marital and Family Therapy, 32, 491–504.
Goodwin, A. M., Kaestle, C. E., & Piercy, F. P. (2013). An exploration of feminist family therapists’ resistance to and collusion with oppression. Journal of Feminist Family Therapy, 25, 233–256.
McGeorge, C., & Carlson, T. S. (2011). Deconstructing heterosexism: Becoming an LGB affirmative heterosexual couple and family therapist. Journal of Marital and Family Therapy, 37, 14–26.
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Few-Demo, A.L., Glass, V.Q. (2020). Reflectivity, Reactivity, and Reinventing: Themes from the Pedagogical Literature on LGBTQ-Parent Families in the Classroom and Communities. In: Goldberg, A.E., Allen, K.R. (eds) LGBTQ-Parent Families. Springer, Cham. https://doi.org/10.1007/978-3-030-35610-1_26
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