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Australian teacher attitudes, beliefs and comfort towards sexuality and gender diverse students.

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  • معلومة اضافية
    • الموضوع:
      HUMAN sexuality; SOCIAL media; CROSS-sectional method; COLLEGE teacher attitudes; GENDER-nonconforming people; CURRICULUM; SURVEYS; T-test (Statistics); STUDENTS; SCHOOLS; SCALE analysis (Psychology); CHI-squared test; RESEARCH funding; DATA analysis software; PROBABILITY theory
    • الموضوع:
      AUSTRALIA
    • نبذة مختصرة :
      This study explored school Australian teachers' beliefs towards, and comfort around, socialising with same-sex attracted and trans and gender diverse people, as well as beliefs aboutinclusive school-based policy and other school strategies to enhance the wellbeing of same sex attracted and trans and gender diverse students. Teachers (n = 109) in Australia demonstrated positive attitudes and beliefs towards, and comfort engaging with same sex attracted and trans and gender diverse people, although participants were significantly more positive in their reactions towards same sex attracted people. While participants were generally supportive of inclusive school strategies and policies, over half reported that policies that were inclusive of sexual and gender minorities were not implemented in their school. Less than one third of participants indicated inclusive education was included in the curriculum at their school. Ongoing professional development was identified as essential by almost all participants. Findings support the need for Australian government policy mandating inclusive education be included in the curriculum and whole school strategies. [ABSTRACT FROM AUTHOR]
    • نبذة مختصرة :
      Copyright of Sex Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)