Gay unselor's firg at Indiana Catholic school OK'd by urt

Contents:

• GAY UNSELOR'S FIRG BY INDIANAPOLIS CATHOLIC SCHOOL PERMTED BY FERAL APPEALS URT
• GAY SUBSTUTE TEACHER SAYS HE WAS FIRED AFTER HANDG OUT PRI BRACELETS TO STUNTS
• TEACHER ATTUS TOWARD LBIAN, GAY, AND BISEXUAL STUNTS: EVINCE FOR TERGROUP NTACT THEORY AND SENDARY TRANSFER EFFECTS

GAY UNSELOR'S FIRG BY INDIANAPOLIS CATHOLIC SCHOOL PERMTED BY FERAL APPEALS URT

WASHINGTON – A feral appeals urt has led that a Catholic high school Indianapolis was ee to fire a gay guidance unselor bee she performed at least some relig duti, the latt legal setback for LGBTQ+ rights when they nflict wh Fzgerald had worked for 14 years as a guidance unselor at Ronlli High School when school officials disvered she was married to another woman.

GAY SUBSTUTE TEACHER SAYS HE WAS FIRED AFTER HANDG OUT PRI BRACELETS TO STUNTS

And there’s Harry, proudly watchg along wh the rt of the class as the artist stands up for those gay kids who stggle, and the vio shows a difficult, lonely life culmatg a fabulo weddg.

A gay Oh substute teacher was fired last week after handg out Pri bracelets to high school stunts, the latt example of LGBTQ discsn schools sparkg ntroversy amid heated bat school boards and stat around the untry.

TEACHER ATTUS TOWARD LBIAN, GAY, AND BISEXUAL STUNTS: EVINCE FOR TERGROUP NTACT THEORY AND SENDARY TRANSFER EFFECTS

For example, a Gallup poll of more than 12, 000 US adults (Jon, 2022), 21% of Generatn Z rponnts (born 1997–2003) self-intify as lbian, gay, bisexual, or transgenr (LGBT)—a rather high number pared to 11% of Millenials (born 1981–1996) and 4% of Generatn X rponnts (born 1965–1980). The sexual mory stunts benef om the safe spac—where stunts n eely be who they are whout fearg negative nsequenc of any kd—created by their teachers as studi monstrate lbian, gay, and bisexual stunts to be more vulnerable than heterosexual stunts to experience homo- and biphobic discrimatn, stigmatizatn, and victimizatn (Dunn et al., 2017; Gegenfurtner & Gebhardt, 2017; Smh & Reidy, 2021) which, ultimately, rc their amic achievement (Goldfarb & Lieberman, 2021; Kosciw et al., 2020). To mimize the negative school experienc for sexual mory children and adolcents, is important to sensize pre-service teachers early their teachg reers and crease their attus toward the vulnerable groups of stunts bee, as rearch fdgs suggt, teachers wh posive attus toward lbian, gay, and bisexual stunts are more likely to create safe spac (Goldste-Schultz, 2022), prevent homophobic behavr (Glikman & Elkayam, 2019), rrect peer bullyg (Nappa et al., 2018), act as mentors (Gastic & Johnson, 2009), participate sexual diversy trag (Kwok, 2018), and implement LGBTQ-clive curricula their classrooms (Klocke et al., 2019; Page, 2017) than teachers wh homonegative attus.

Followg the attu theory proposed by Eagly and Chaiken (2007), teacher attus toward lbian, gay, and bisexual youth n be fed as psychologil tennci that are exprsed by evaluatg lbian, gay, and bisexual stunts school wh some gree of favor or disfavor.

Eagly and Chaiken (2007) pos that attus n be short-term or long-term; while past experienc of an dividual wh a particular attu object (for example, wh gay or lbian stunts) n tablish a certa stable tenncy to rpond favorably or unfavorably to other gay or lbian stunts, the rpons are not necsarily temporally permanent—they n change as an dividual mak more experienc (for example, new social ntacts) which leave novel mental ridu that predispose how an dividual (a teacher) rponds to attu objects the future.