**5. Identifying and addressing the needs of LGBT+ EC educators**

LGBT+ EC educators have the right to:


**283**

*Foundations for Promoting LGBT+ Social Justice through Early Childhood Teacher Education*

The particular experiences of EC educators have not been extensively researched. Too many educators still face tremendous (and under-researched) stress in what King [21] accurately referred to as a "very bad bargain'" – in which LGBT+ teachers have agreed (implicitly or explicitly) to remain in the closet, hiding identities from children and creating an inauthentic professional persona only to then live with the cost of teaching in a state of hypervigilance, self-monitoring, and fear of judgment or even losing their jobs within systems that erase them. They also are faced with teaching within systems where students who share their identities are

Discrimination against LGBT+ EC educators (and staff) is common [2]. Some evidence to suggest that the younger the children served, the more concerned teachers are about being "out" [20]. Stereotypes about LGBT+ EC educators (particularly men), as well as long-standing misconceptions about recruitment, childhood sexuality, and potential harm to children persist despite decades of evidence invalidating them. Such misconceptions fuel prejudice and underlie the attitude of caution adopted in literature outlining superficially welcoming or inclusive practices. In other words, these resources state or imply that LGBT+ EC educators must demonstrate respect and a posture of deference posture toward individuals who

In terms of teacher education, examples of the needs of LGBT+ preservice EC

• safe spaces in teacher education programs and on campus where preservice

• networking opportunities with LGBT+ EC teachers and administrators as well as those who teach and lead in systems where teachers feel safer and

• advice and support on coming out during field experiences/internship

• opportunities to engage in action to for broader legislative and educational

• support in dealing with resistance, especially homophobia/transphobia

• opportunities to explore, learn about, use, reflect on, and share teaching

• mentorship from LGBT+ EC faculty and practicing EC teachers

teachers can form social and practice-based communities,

• strategies for identifying supportive workplaces

Many LGBT+ educators now live and work in settings where their identities are celebrated. Even within more accepting and protective political systems, however, LGBT+ educators still face complex and varied local policies and beliefs which may regulate their practice, threaten their sense of safety, and/or reinforce the silence within which oppression thrives. Contexts where teaching about LGBT+ issues is forbidden are associated with higher rates of bullying and homophobic comments, lower rates of acceptance for LGBT+ people, and poorer outcomes for children who identify as LGBT+ [20]. Teachers in these contexts have access to fewer resources

• colleagues who understand and respect their identities

*DOI: http://dx.doi.org/10.5772/intechopen.96522*

and are less likely to support LGBT+ students.

neglected or harmed.

offer them neither.

educators include:

supported

systems change

resources specific to EC

*Foundations for Promoting LGBT+ Social Justice through Early Childhood Teacher Education DOI: http://dx.doi.org/10.5772/intechopen.96522*

• colleagues who understand and respect their identities

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*

*artists, thinkers*, or simply *children*)

groupings other than boy and girl)

and exploration

and play

*Practices that support gender diversity in EC.*

individuals and members of various groups

• Teaching children to share and resolve problems

and outside of the classroom

• Accepting children's interests, choices, self-descriptions

• Refraining from characterizing children's friendships as romantic ("is she your girlfriend/boyfriend?") when children of presumed opposite genders play

• Addressing children in gender inclusive ways (e.g., *learners, investigators, readers,* 

• Avoiding assumptions of gender in play, literature, and learning activities within

• Avoiding the introduction of gender stereotypes or gendered expectations (e.g., use

• Building on children's understanding of gender and categories through conversation

• Intervening when misgendering or stereotyped roles/exclusion are used • Interrupting children's suppression of one another's play and expressive choices

• Allowing and answering children's questions about gender and gender roles • Supporting and joining children as they explore non-stereotypical toys, clothing,

• Minimizing separations between "boys" and "girls" toys, materials, cubbies, etc. • Expanding pretend play clothing and materials to enable a variety of forms of play

• Teaching that identity has many components, and the ways people are both

**Practice How this might look**

together)

Demonstrate respect

Using inclusive language

Expanding practices beyond the gender binary

Disrupting segregation or mistreatment

**Table 2.**

Attunement and responsiveness

Many of these practices are complex, challenging to enact, and likely to be met with questions or resistance by those to whom they are unfamiliar or even threatening. For preservice EC educators to learn and implement these practices successfully, they must do so with the support of teacher education faculty in field settings

where collaborative groundwork has been laid to support them.

LGBT+ EC educators have the right to:

• safety, and safe spaces within the workplace

• protection from harm aimed at their identities

negative repercussions (including job loss)

**5. Identifying and addressing the needs of LGBT+ EC educators**

• support in addressing LGBT+ issues and supporting families

in understanding and enacting practices that address equity

• decision-making regarding coming out at work, free from the threat of

• administrative support in individually and collectively addressing social

• systems that support the professional development of non-LGBT+ colleagues

**282**

justice issues

Many LGBT+ educators now live and work in settings where their identities are celebrated. Even within more accepting and protective political systems, however, LGBT+ educators still face complex and varied local policies and beliefs which may regulate their practice, threaten their sense of safety, and/or reinforce the silence within which oppression thrives. Contexts where teaching about LGBT+ issues is forbidden are associated with higher rates of bullying and homophobic comments, lower rates of acceptance for LGBT+ people, and poorer outcomes for children who identify as LGBT+ [20]. Teachers in these contexts have access to fewer resources and are less likely to support LGBT+ students.

The particular experiences of EC educators have not been extensively researched. Too many educators still face tremendous (and under-researched) stress in what King [21] accurately referred to as a "very bad bargain'" – in which LGBT+ teachers have agreed (implicitly or explicitly) to remain in the closet, hiding identities from children and creating an inauthentic professional persona only to then live with the cost of teaching in a state of hypervigilance, self-monitoring, and fear of judgment or even losing their jobs within systems that erase them. They also are faced with teaching within systems where students who share their identities are neglected or harmed.

Discrimination against LGBT+ EC educators (and staff) is common [2]. Some evidence to suggest that the younger the children served, the more concerned teachers are about being "out" [20]. Stereotypes about LGBT+ EC educators (particularly men), as well as long-standing misconceptions about recruitment, childhood sexuality, and potential harm to children persist despite decades of evidence invalidating them. Such misconceptions fuel prejudice and underlie the attitude of caution adopted in literature outlining superficially welcoming or inclusive practices. In other words, these resources state or imply that LGBT+ EC educators must demonstrate respect and a posture of deference posture toward individuals who offer them neither.

In terms of teacher education, examples of the needs of LGBT+ preservice EC educators include:


Even if such needs are met, improving the working conditions and supporting the practice of LGBT+ educators requires change in the preparation and support of *all* preservice teachers. This may involve educating them on LGBT+ issues while dispelling misconceptions that inflame their biases. In a broad sense, this preparation could be integrated into efforts to awaken or support their interest in teaching for equity; however, simply sharing practices and resources in the university context is not enough, as those same misconceptions, biases, and fears are likely to prevent teachers from applying what they have learned about. Perhaps nothing reinforces this point more strongly than research on the reluctance of non-LGBT+ educators who are fearful about showing support to colleagues out of a fear that others will think they are LGBT+ as well [2]. (i.e, "I can't do more to support you, because someone might think I am like you"). This destructive pattern slows progress for all LGBT+ people and continues to inflict harm on educators.
