ABSTRACT
In this chapter, we focus on the stages of the Dimensions of Allyship framework: disengagement, passively engaged, empathetic responsiveness, and allyship. In the case of disengaged candidates, we found that their artifacts and comments centered on themes of isolationism, “othering,” and profound fear of negative consequences from various stakeholders for engaging with the topic. These students were very resistant to the thought of independently addressing it in a classroom and often cited personal religious beliefs. In contrast, the students who reflected passive engagement tended to circumnavigate the issues faced by the LGBTQIA+ community by comparing them to those who are discriminated against because of race or culture but in a manner analogous to a “colorblind” approach. This too provided an opportunity for dialogue, but in many ways, these students held more steadfastly to their viewpoints and were less easily moved than the apathetic or disengaged. In contrast, while the remaining two stages of our framework, empathetic responsiveness and allyship, somewhat resemble each other, there are some notable differences. Namely, teacher candidates exhibiting empathetic responsiveness focused on combatting stereotypes and normalizing a variety of gender expressions of identity. Those candidates whose comments and artifacts reflected allyship advocated for straight and/or cisgender people to actively engage in anti-discriminatory practices and to stand with the community. These texts placed teachers as frontline defenders of LGBTQIA+ students.
