A Florida teacher unr a state vtigatn for showg a Disney movie featurg a gay character said she wasn’t aware the state’s ntroversial law banng stctn about certa LGBTQ topics had been recently expand to apply to her gra level.
Contents:
- GAY UNSELOR'S FIRG BY INDIANAPOLIS CATHOLIC SCHOOL PERMTED BY FERAL APPEALS URT
- FLORIDA TEACHER UNR VTIGATN FOR SHOWG DISNEY MOVIE WH GAY CHARACTER SAYS SHE DIDN’T KNOW LGBTQ RTRICTN APPLIED TO HER CLASS
- 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. A Florida teacher unr a state vtigatn for showg a Disney movie featurg a gay character said she wasn’t aware the state’s ntroversial law banng stctn about certa LGBTQ topics had been recently expand to apply to her gra level.
When DeSantis signed the ban to law last year, he and other Florida Republins touted as a protectn of parents’ rights, while opponents slammed as yet another effort by GOP lawmakers the state to erase and opprs LGBTQ people schools, llg the “Don’t Say Gay” bill. Yet even s where parental nsent has been received and official documentatn submted, teachers and fellow stunts are permted to misgenr trans-intifyg stunts, and will not be discipled for such actns — even if they rise to the level of bullyg or harassment, which the guil purport to prohib — on the grounds of ee speech or relig objectns to homosexualy or genr-nonnformy.
FLORIDA TEACHER UNR VTIGATN FOR SHOWG DISNEY MOVIE WH GAY CHARACTER SAYS SHE DIDN’T KNOW LGBTQ RTRICTN APPLIED TO HER CLASS
“We are too smart and kd to fall for this effort to stoke fear, homophobia, and transphobia while imposg logistil and legal chaos on all Commonwealth public schools, ” the anizatn, which CPS Pri advot on behalf of LGBTQ stunts and staff Fairfax County, ntued. READ NEXTTroye Sivan Confirms That He Is Not, In Fact, A Power BottomKev Spacey Not Guilty of Sexual MisnductWATCH: Island Hoe Staff Says “Keep Key Wt Gay”Attempt to Remove San Diego Library’s LGBTQ Books Backfir.
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. For this purpose, survey-based rearch employs the feelg thermometer approach (Alw, 2007; Herek & McLemore, 2013), which measur overt affective feelgs toward an attu object (Eagly & Chaiken, 2007): Based on a symbolic thermometer, teachers numerilly exprs their favorable or unfavorable feelgs towards lbian, gay, and bisexual stunts, wh their attus rrpondg to temperatur.