[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599899-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-599899-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","educator-affect-lgbtq-in-social-studies-curriculum","Educator Affect: LGBTQ in Social Studies Curriculum","","Space is examined as a site for challenging heteronormativity and the assumption that K-12 students identify as heterosexual. The study asks what affective behaviors, attitudes, and beliefs teachers demonstrate when teaching LGBTQ+ topics, and what prevents them from doing so. Using qualitative methods—document analysis, interviews, and affect measures—it investigates teachers who include or exclude LGBTQ+ in social studies, with emphasis on LGBTQ+ civil rights in socio-historic contexts.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/educator-affect-lgbtq-in-social-studies-curriculum/599899/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/educator-affect-lgbtq-in-social-studies-curriculum/599899.png","ImageObject",300,407,{"name":42,"@type":43},"PakDamar76","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What questions does the study investigate about teachers and LGBTQ+ topics?","Question",{"text":63,"@type":64},"The study examines what affective behaviors, attitudes, and beliefs teachers demonstrate when teaching LGBTQ+ topics, and what prevents them from teaching such topics.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the research study measure “educator affect”?",{"text":68,"@type":64},"Educator affect is defined as the emotions that influence whether or not LGBTQ+ is included in middle and secondary school social studies curriculum.",{"name":70,"@type":61,"acceptedAnswer":71},"What methods are used to collect data in the study?",{"text":72,"@type":64},"Data are collected through document analysis, interviews, and measures of affect to explore teachers’ attitudes toward including or excluding LGBTQ+ in social studies courses.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},599899,1792171372,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Educator Affect: LGBTQ in Social Studies Curriculum  \nCorrie R. Block, Bellarmine University  \nAbstract  \nSpace has been opened to question heteronormativity and to address the assumption that each student in k-12 schools identifies as heterosexual. Is anything happening in this space? What affective behaviors, attitudes and beliefs do teachers who teach LGBTQ+ topics demonstrate? Conversely, what affective behaviors, attitudes and beliefs prevent teachers from teaching LGBTQ+ topics? These questions guided this qualitative research study. Data were collected with document analysis, interviews and measures of affect. This study measures affect by exploring the attitudes of teachers who include or do not include LGBTQ+ within social studies courses. Particular focus was given to teachers who implement course content that relates to LGBTQ+ civil rights within socio-historic contexts. For this study, educator affect means the emotions that influence whether to or not to include LGBTQ+ in middle and secondary school social studies curriculum.  \nKeywords: LGBTQ+; heteronormativity; social studies curriculum; affective measurement  \nMiddle and high schools within the United States are largely heteronormative in nature—privileging heterosexual practices and assuming students identify as heterosexual (Cohen, 2005) . School heteronormativity is maintained by excluding anything outside of heterosexuality. Heteronormativity goes beyond dislikes or prejudices against those who identify as lesbian, gay, bisexual, transgender, queer and/or questioning, by thoroughly permeating the school culture (Berlant & Warner, 2000) . Sexuality tends not to be acknowledged as an area of diversity within schools. Even though the National Council for the Social Studies states “diversity and inclusiveness,” are core values, J. B. Mayo, Jr. asserts that “…only certain privileged forms of diversity are regularly recognized within the field: sexuality has not been a part of this group,”(2012, p.243) . LGBTQ+ is often deemed as controversial and forbidden in the curriculum because heterosexuality is the implicit norm.  \nSchools and society are reflective of each other; within our schools we have opportunities to create a more inclusive society (Hess, 2009; Hess & McAlvoy, 2016; Mayo, 2012; Richardson, 2017; Noddings & Brooks, 2016). Almost anything related to lesbian, gay, bisexual, transgender, queer and/or questioning (LGBTQ+) is vacant from social studies curriculum. Thus, preserving heteronormativity in schools and social environments (Parkhouse & Massaro, 2018; Mayo, 2012) . According to current political rhetoric, science posits two distinct unchangeable genders, male and female (Green, Benner & Pear, 2018) . It is not clear what science is being used to back up this binary gender assertion. Science shows us that each human being is not born with exclusive female or male genes, urinary system, endocrine glands and hormones (Ettner, Monstrey & Coleman, 2016; Reiner & Gearhart, 2004). Current political sentiment is in direct contrast to LGBTQ+ civil  \n2 Block—Educator Affect  \nrights changes that were made just a few years ago. Support for same-sex marriages was realized with the Obergefell v. Hodges decision by the United States Supreme Court, in 2015. Inclusivity and unprejudiced school environments for transgender students were addressed with the Dear Colleague Letter: Transgender Students, from the U.S. Department of Education and U.S. Department of Justice, in 2016. We seemed to be reconciling heteronormativity with additional forms of gender and sexuality. Current events give the impression that any gains made for LGBTQ+ civil rights are being withdrawn. A concern is that the current climate could silence anything outside of the expected heteronormativity.  \nSexuality and gender have been taboo subjects in our schools. The Dear Colleague Letter: Transgender Students, established equal access for each student in our schools regardless of the individua","cbCaieRxVFksUYT9","https://ap.wps.com/l/cbCaieRxVFksUYT9","pdf",399865,16,"English","# Abstract\n## Literature Review\n## Heteronormative Curriculum, Classrooms, School Environments","[{\"question\":\"What questions does the study investigate about teachers and LGBTQ+ topics?\",\"answer\":\"The study examines what affective behaviors, attitudes, and beliefs teachers demonstrate when teaching LGBTQ+ topics, and what prevents them from teaching such topics.\"},{\"question\":\"How does the research study measure “educator affect”?\",\"answer\":\"Educator affect is defined as the emotions that influence whether or not LGBTQ+ is included in middle and secondary school social studies curriculum.\"},{\"question\":\"What methods are used to collect data in the study?\",\"answer\":\"Data are collected through document analysis, interviews, and measures of affect to explore teachers’ attitudes toward including or excluding LGBTQ+ in social studies courses.\"}]","Educator Affect: LGBTQ in Social Studies Curriculum | PDF",1792089650]