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2018
Volume 109, Issue 5
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895

Abstract

Teachers are critical to the wellbeing and success of LGBTQ+ students, and their ally efforts are shaped by schools’ contexts and resources.

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/content/journals/10.58680/ej202030678
2020-05-01
2025-03-27
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References

  1. Blackburn Mollie Vet alStepping Up!: Teachers Advocating for Sexual and Gender Diversity in Schools. Routledge 2018.
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  2. GLSEN2017 National School Climate Survey. Gay-Lesbian-Straight Education Network www.glsen.org/sites/default/files/2019-10/GLSEN-2017-National-School-Climate-Survey-NSCS-Full-Report.pdf.
  3. “No Place for Hate: Join the Movement.”Anti-Defamation League www.adl.org/who-we-are/our-organization/signature-programs/no-place-for-hate.
  4. PFLAG Atlanta “The Experiences of LGBT Students in Rural and Small Town Schools” 24May 2013, www.pflagatl.org/report-the-experiences-of-lgbt-students-in-rural-and-small-town-schools/.
  5. Shelton Stephanie Anne “Examining Sociocultural Factors’ Effects on LGBTQ Teacher Ally Work.” English Education, vol. 51, no. 3 2019, pp.292–315.
    [Google Scholar]
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  • Article Type: Research Article
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