**1. Introduction**

Two decades into the 21st century, preservice educators struggle to openly discuss and integrate practices related to gender, social identities, LGBT-led families, and inclusive curriculum [1]. Teachers experience concern about or fear of what will happen to them if they include books in their classroom libraries that include same sex parents, even when children in those classrooms are members of LGBT-led families. In literature examining teacher perceptions, participants debate practices displaying the most basic level of representation or care. LGBT+ people still worry about the consequences of living authentically as they seek employment as educators, and as they work to secure education and care for their own young children [2]. These are among the challenges in contexts where injustice is the norm. The absence of community or support, inadequate preparation, limited awareness of

resources, and poor understanding of professional obligations and opportunities all work against teachers, children, and families even *without* the active suppression associated with homophobia and legally/religiously sanctioned discrimination.

Literature has emerged which provides some hope, as well as evidence of both the potential benefits of various supportive practices and the harm of failing to employ them in the field of EC education. Furthermore, literature on the devastating effects of isolation, oppression, harassment, and bullying of LGBT+ people is extensive. The purpose of this chapter is to identify dimensions of EC education with potential for direct, positive impact on the lives of LGBT+ people, and to consider what a comprehensive EC educator preparation framework that addresses them might look like. In other words: what areas and practices might the field of EC teacher education need to consider in order to build systemic change?

Social justice is defined within this chapter as equal educational rights and opportunities for LGBT+ people and the individual and systems-level changes required to ensure optimal supports and outcomes for educators, children, and families. Each section of this chapter focusing on promising practices begins with a list of group-specific rights and educator responsibilities that expand upon the definition above. That definition carries with it an acknowledgement of certain truths in the field of EC education and literature within it that addresses equity, diversity, and inclusion. For example, the ongoing suggestion (within EC literature and professional organizations) to implement or teach *welcoming*, *supportive*, and *inclusive* practices presumes the normalization of unwelcoming and exclusionary environments. Practices addressing the needs of "non-traditional" families essentially expose a history and understanding of "tradition" that by definition excludes LGBT-led families and LGBT+ educators. Finally, preparing future EC educators with competencies that will ideally benefit children with diverse potential gender identities or future orientation requires a recognition of the near-worldwide normalization of practices that cause harm to such children and continue to perpetuate conditions that threaten their development, health, and lives.

This chapter identifies, describes, and shares practical recommendations around three broad areas related to social justice for LGBT people that have implications for both the preparation and roles of early childhood educators. The sections to follow are designed to serve as a starting point for enhancing practices, raising visibility, mitigating ongoing harm, and identifying further needs both in teacher education and in the settings in which children and families are themselves served.

## **2. Complexities and contexts: who are these teachers, children, and families?**

Approximately 4.5% of adults in the United States (U.S.) identify as lesbian, gay, bisexual, transgender or queer (LGBTQ ), translating to a minimum of nearly 15 million people [3]. 1.4 million adults in the U.S. identify as transgender, with a slightly larger estimate of 1.5 million for the European Union (EU), including data from the United Kingdom (UK) [4]. LGBT rights are protected in both the U.S. and the E.U. This includes recognition of same-sex relationships and protections from employment discrimination; however, countries vary significantly on other rights and protections, many of which are under continuous threat. As a result, the experiences (including stressors, barriers, and the effects of discrimination) of LGBT+ people who decide to parent vary tremendously as well. The sections to follow present three groups about whom LGBT-inclusive literature/practices have most frequently been published: children in LGBT-led families, children who do not fit a strict gender binary (including trans children), and LGBT educators themselves.

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

In the U.S. alone, millions of children in the U.S. are raised and cared for in families led by LGBT+ parents; these families include nearly half of lesbians and over 20% of gay men under the age of 50 [5]. Families with LGBT+ parents exist in every family configuration – married spouses, separated or divorced parents, blended families, families led by extended family members, and single parent families. LGBT+ parenting is achieved through adoption, surrogacy, alternative insemination, or other means. LGBT+ parents face scrutiny and opposition rooted in homophobia and discriminatory religious beliefs. Over one million LGBT+ people in the U.S. (where gay marriage is legal in all 50 states) are married to a same-sex spouse, with at least another 1.2 million in same-sex relationships [4]. In the EU, laws pertaining to gay marriage and family-building vary by country. As a result, family configurations differ as well. Many EU states offer full parental rights to lesbian and gay couples. Meanwhile, other countries (including many where gay marriage is still not legally recognized) have acted aggressively against the rights of LGBT+ couples; Hungary, for example, enacted a 2020 law forbidding them from

Research on lesbian and gay-led families has shown similar parent/child relationship quality and developmental outcomes to that of non-LGBT-led families. Parents' orientation has also shown not to predict children's orientation, gender identity, or the likelihood of abuse or neglect. Such families demonstrate resilience and are strengthened by loving bonds; the only unique sources of stress they face tend to be discrimination, harassment, and bullying by non-LGBT individuals. In 2021, these issues continue to threaten the health and welfare of such families; in fact, hate crimes have recently risen in many countries. Because LGBT-led families regularly interact with EC educators and their children are counted among those receiving birth-three (B-3) and preschool education, it is imperative that EC educa-

Approximately 1.5 million adults identify as trans in the U.S. [6]. Exact numbers in the EU are unknown and range from 30,000 to as many as 1.5 million. Public awareness and media attention regarding gender diversity has increased dramatically in recent years. In some ways, this visibility has worked to the benefit of trans and gender non-binary individuals through greater representation in media, a rise in prominent figures and role models, and an increase in visible support. The visibility of trans and gender diverse people has been met with a rise in discriminatory action and organized attempts to dehumanize them. The consequences for individuals who do not conform to narrow binary conceptions of gender are devastating. As one example, by adulthood the majority of trans people in the U.S. have lost a job

Of course, all young children explore and learn about gender regardless of their genetic or physical characteristics. During early childhood, masculinity and femininity are portrayed for them in a variety of ways, and they learn what it means to identify as male or female through the available models, transmitted values, teaching, and through both encouragement and discouragement by adults and peers. The victimization of children whose play, dress, interaction style, or choice of play partners deviates from the expectations of this gender binary is already in full effect when children reach the age of 5–6, when research has identified that they have already experienced teasing, correction and redirection of their play choices, and other unsupportive behaviors that lead to shame, hiding of their emergent identity,

tors to be prepared to understand and respond to their unique needs.

**2.2 Trans and nonbinary individuals**

due to discrimination.

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

**2.1 Lesbian and gay-led families**

adopting.
