Risking “good trouble” : an examination of novice middle school social studies teachers’ readiness and approaches to teaching LGBTQIA+ history
type: CreativeWork
description: Schels, Steven R. For much of the history of American public education, the educational and civic benefits to wrestling with controversy in classrooms has been counterbalanced by political efforts to eradicate the practice. The current political climate in the United States is the latest manifestation of these countervailing forces. The purpose of this qualitative study was to examine novice, middle school social studies teachers’ perceptions of their ability to teach LGBTQIA+ history, the methods used when teaching this history, and the inhibitory forces which prevent teachers from teaching controversial issues and LGBTQIA+ history. While the literature has much to say regarding teachers’ views on teaching controversial issues more broadly, there is a need to investigate teachers’ attitudes, perceptions and methods pertaining to the specific topic of LGBTQIA+ history within the middle grades. Data was collected through the use of a teacher background questionnaire and semi-structured interviews with six middle school social studies teachers with five or fewer years of classroom teaching experience. Data analysis revealed the following themes: lack of pre-service training and low self-efficacy levels; cautious instruction in these areas when it occurs; fear of political blowback; teachers need more professional development; and miscellaneous factors, internal and external to schools, prevent controversial issues instruction. Research findings revealed that teachers lacked any substantial pre-service and in-service training in these topics and this contributed to self-reported self-efficacy levels that were low. The fear of a backlash to this pedagogy led to self-censorship or timid instruction designed to avoid criticism. The study recommended more pre-service training and professional development opportunities in teaching with controversial issues and LGBTQIA+ history. Core findings were discussed, as were limitations and recommendations for future research.
abstract: Schels, Steven R. For much of the history of American public education, the educational and civic benefits to wrestling with controversy in classrooms has been counterbalanced by political efforts to eradicate the practice. The current political climate in the United States is the latest manifestation of these countervailing forces. The purpose of this qualitative study was to examine novice, middle school social studies teachers’ perceptions of their ability to teach LGBTQIA+ history, the methods used when teaching this history, and the inhibitory forces which prevent teachers from teaching controversial issues and LGBTQIA+ history. While the literature has much to say regarding teachers’ views on teaching controversial issues more broadly, there is a need to investigate teachers’ attitudes, perceptions and methods pertaining to the specific topic of LGBTQIA+ history within the middle grades. Data was collected through the use of a teacher background questionnaire and semi-structured interviews with six middle school social studies teachers with five or fewer years of classroom teaching experience. Data analysis revealed the following themes: lack of pre-service training and low self-efficacy levels; cautious instruction in these areas when it occurs; fear of political blowback; teachers need more professional development; and miscellaneous factors, internal and external to schools, prevent controversial issues instruction. Research findings revealed that teachers lacked any substantial pre-service and in-service training in these topics and this contributed to self-reported self-efficacy levels that were low. The fear of a backlash to this pedagogy led to self-censorship or timid instruction designed to avoid criticism. The study recommended more pre-service training and professional development opportunities in teaching with controversial issues and LGBTQIA+ history. Core findings were discussed, as were limitations and recommendations for future research.
author: Schels, Steven R.
language: English
keywords: Teachers--Training of, Social science teachers, Sexual minorities--History--Study and teaching--United States
date published: 2024
date modified: 2026-07-27T18:44:41Z
provider: Alverno College
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Alverno College