ABSTRACT
In an effort to explore lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQQ) people and issues in education, we begin by articulating a conceptual framework that delineates our understanding of pertinent dynamics and offer a historical overview of LGBTQQ people and issues in urban education. We then discuss the current urban education landscape, with a particular focus on prominent themes in the literature: homophobia, academic performance, and activism. We conclude with a consideration of directions for future work; this conclusion revisits concerns raised in our conceptual framework.
