Publication Date

2014

Document Type

Masters Thesis

Department

School for Social Work

Keywords

Sexual minority parents, Children of sexual minority parents-Education, Preschool children-Education, Education, Preschool-Parent participation, Lesbian, Gay, Bisexual, Transgender, Queer, LGBTQ, Parent, Preschool, Inclusive, Mixed methods

Abstract

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) parents are more visible now than ever before due to reduced stigma. Preschool is often children and family's first introduction to the school system and families outside of their social network. This mixed method research study examines the perceived experiences of inclusiveness or non-inclusiveness for LGBTQ families in their child's preschool classroom. This study presents data from 70 self-identified LGBTQ parents with a child who has been in preschool within the past year in the United States. Parents in this study often felt that their child's preschool was inclusive of their family structure and many stated that it was a "non-issue" and they were treated the same as every other family. When asked about times parents felt the school was inclusive or not inclusive of their family structure, parents often reported small moments with teachers, administrators, parents, or their child's classmates as notable moments, such as teacher's allowing time for their child to make an extra Mother's Day card, another parent stating that she was "excited to meet your partner", or an example of non-inclusiveness when a teacher who ignored a child calling a female parent a "dad". Some participants also reported that issues such as adoption or biracial issues were more difficult than their LGBTQ identity.

Language

English

Comments

iii, 66 pages : illustration. Thesis (M.S.W.)-Smith College School for Social Work, 2014. Includes bibliographical references (pages 54-56)

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