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dc.contributor.authorCramer, Katherine Mason
dc.date.accessioned2019-01-22T20:09:35Z
dc.date.available2019-01-22T20:09:35Z
dc.date.issued2010
dc.identifier.citationMason, K. (2010). "From Preservice Teacher to Trusted Adult: Sexual Orientation and Gender Variance in an Online YAL Book Club." The ALAN Review, 38 (1), 7-15.
dc.identifier.issn1547-741X
dc.identifier.urihttps://doi.org/10.21061/alan.v38i1.a.1
dc.identifier.urihttp://hdl.handle.net/10057/15768
dc.descriptionThis work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License.
dc.description.abstractMany of the preservice English teachers with whom I work report feeling enthusiastic but unsure about how to make their classrooms safe and inviting for students who identify as lesbian, gay, bisexual, transgender, or questioning (LGBTQ). Yet little time in English methods courses is devoted to helping preservice teachers understand that schools privilege a culture of heteronormativity to the detriment of students (and adults) who identify themselves as or are perceived to be LGBTQ. Even more frustrating, these same preservice teachers often enter schools in which their colleagues have little awareness of or patience for differences in gender expression and sexual orientation.
dc.language.isoen_US
dc.publisherNational Council of Teachers of English
dc.relation.ispartofseriesThe ALAN Review;
dc.relation.ispartofseries38(1)
dc.subjectPreservice English teachers
dc.subjectLGBTQ students
dc.subjectsafety
dc.subjectheteronormativity
dc.subjectEnglish methods courses
dc.titleFrom preservice teacher to trusted adult: Sexual orientation and gender variance in an online YAL book club
dc.typeArticle
dc.rights.holderCopyright by National Council of Teachers of English, 2010


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  • Katherine Mason Cramer [17]
    Collection of selected works by Katie Cramer, Associate Professor, School of Education

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