A study of teachers' attitudes toward gay, lesbian, bi-sexual, and transgender issues

Abstract

It is the Minneapolis Public Schools policy “…to maintain a learning and working environment free of harassment based on sex, race/ethnicity, religion or religious practices, disability, sexual orientation or affectional preference and other forms of harassment and violence”(Minneapolis Public Schools Policy 4002, 1993). Despite this policy, according to the Minnesota State Attorney General’s office, forty-nine percent of all students consider gay and lesbian peers most at risk for violence against them at their schools. Even when laws are put into place to protect these students, students do not feel that they are protected from violent acts (Office of the Minnesota Attorney General, 1997). A primary question explored in this research is on the role teachers play or would like to play in addressing or not addressing Gay, Lesbian, Bisexual, and Transgender (GLBT) issues. The purpose of this study was to look at the attitudes of the teachers at one Minneapolis High School on GLBT issues. Is it because the teachers’ don’t know how to deal with GLBT issues or is it that they need more resources to feel comfortable with supporting GLBT students or is this a value conflict for them. This information was gathered in the hopes that it may provide a foundation for improving the school environment for GLBT students and staff at this school.