ABSTRACT
Increasingly, educators are calling for an LGBTQ-inclusive curriculum at the K-12 level, emphasizing that a complete, sensitive, and accurate course of study matters (Snapp et al., 2015). Although there are several acceptable terms that appear in the literature, we have selected LGBTQ because it is one of the more commonly used. The acronym stands for Lesbian, Gay, Bisexual, Transgender, and Queer or Questioning. Snapp and Russell (2016) call attention to a growing body of research which shows clear links between an LGBTQ-inclusive curriculum and a reduction in prejudice, an improved school climate, and a number of positive student outcomes such as academic achievement, sense of well-being, and feeling safe.
While human rights activists have sounded the clarion call for at least three decades, most K-12 students do not experience a curriculum reflecting the history, perspectives, and issues of concern to the LGBTQ community (Kosciw et al., 2014). Many scholars have raised concerns over the exclusion or neglect of LGBTQ themes in schools’ curricula (e.g., Clark & Blackburn 2009; Flores, 2012; Watson, 2005).
