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Queering Science Teacher Education : = Exploring Changes in Pre-Service Science Teachers' Attitudes and Beliefs About Gender and Sexual Diversity-Inclusive Science Teaching.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Queering Science Teacher Education :/
Reminder of title:	Exploring Changes in Pre-Service Science Teachers' Attitudes and Beliefs About Gender and Sexual Diversity-Inclusive Science Teaching.
Author:	Wright, Gary William, III.
Description:	1 online resource (279 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
Subject:	Education reform. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29289749click for full text (PQDT)
ISBN:	9798845461988

Queering Science Teacher Education : = Exploring Changes in Pre-Service Science Teachers' Attitudes and Beliefs About Gender and Sexual Diversity-Inclusive Science Teaching.
Wright, Gary William, III.

Queering Science Teacher Education :Exploring Changes in Pre-Service Science Teachers' Attitudes and Beliefs About Gender and Sexual Diversity-Inclusive Science Teaching. - 1 online resource (279 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ph.D.)--North Carolina State University, 2022.

Includes bibliographical references

Students who identify as Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) continue to report feelings of being unsafe at school due to their sexual orientation, gender expression, and gender identity. Access to an inclusive curriculum and supportive teachers can have a significant positive impact on LGBTQ students' feelings of safety, academic performance, educational aspirations, and sense of school belonging and well-being. Unfortunately, these supports are often not included in science classrooms. One response is for science teacher education programs to ensure that pre-service science teachers (PSSTs) are prepared to enact gender and sexual diversity (GSD)-inclusive science teaching (GSDST) in their future science classrooms. GSD topics, perspectives, and themes are often excluded in teacher education programs, and research has broadly investigated pre-service teachers' attitudes and beliefs about GSD-inclusive teaching. However, little is known about PSSTs' attitudes and beliefs about GSDST, how they change over time, as well as how interventions should be designed to foster GSD-inclusive attitudes and beliefs. Addressing these gaps in the literature will inform best practices for science teacher education programs to design and implement professional development for PSSTs. Using a convergent mixed methods research design, this dissertation collected quantitative and qualitative data to explore how PSSTs' attitudes and beliefs about GSDST changed after participating in a GSD-infused intervention designed around a conceptual framework of teaching advocacy for queer youth and to explore which design elements of the intervention contributed to changes in their attitudes and beliefs. Results showed that the PSSTs were mostly supportive of measures indicative of GSDST prior to the intervention, and there was an overall trend in favor of GSDST with small to medium effect sizes after the intervention. Qualitative findings indicated that although there was a general positive trend in PSSTs' attitudes and beliefs about GSDST and that the participants reflected positively on the intervention, there were no deep changes in their attitudes and beliefs as evidenced through their focus on student safety and an "Add LGBT and Stir" approach prior to and after the intervention. Furthermore, the qualitative data revealed five design features of the intervention that contributed to the observed changes: group dialogue; coherence to Ambitious Science Teaching; GSD terminology; knowledge of intersex, hormones, and LGBTQ scientists; and relevant case studies. Results suggested that more research should be done on how to support deeper changes in PSSTs' attitudes and beliefs about GSDST that equip them with skills necessary to disrupt the macrolevel structures of science education that continue to marginalize queer students. These findings will contribute to a more nuanced understanding of how to prepare science teachers to address GSDST and better meet the needs of all their students consistent with recent calls for GSD equity in science education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798845461988Subjects--Topical Terms:

3557624
Education reform.
Index Terms--Genre/Form:

542853
Electronic books.

Queering Science Teacher Education : = Exploring Changes in Pre-Service Science Teachers' Attitudes and Beliefs About Gender and Sexual Diversity-Inclusive Science Teaching.
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