Heteronormativity in Elementary Schools: The Hidden and Evaded Curricula of Gender Diversity
Margaret Goodhand and Kathleen M Brown*
School of Education, University of North Carolina at Chapel Hill, 120 Peabody Hall, Chapel Hill, NC 27599-3500, USA
- *Corresponding Author:
- Kathleen M Brown
University of North Carolina at Chapel Hill
School of Education, 120 Peabody Hall
Chapel Hill, NC 27599-3500, USA
E-mail: [email protected]
Received Date: September 16, 2016; Accepted Date: September 23, 2016; Published Date: September 26, 2016
Citation: Goodhand M, Brown KM (2016) Heteronormativity in Elementary Schools: The Hidden and Evaded Curricula of Gender Diversity. Int J Sch Cog Psycholc 3:188. doi: 10.4172/2469-9837.1000188
Copyright: © 2016 Goodhand M, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
The culture of elementary schools has a significant impact on a child’s academic, social, and emotional wellbeing. Unfortunately, research indicates that most schools in the US tend to perpetuate a heteronormative culture which denies, silences, and stigmatizes children who display any atypical gender behaviour and/or are perceived to be lesbian or gay. The purpose of this study was to explore educators’ beliefs about, awareness of, and willingness to confront heteronormativity. Results indicate that teachers want to embrace diversity broadly defined but 1) are fearful but willing, 2) recognize barriers, 3) desire more information and support, and 4) acknowledge the need to begin early.