The Reduction of Stigma in Schools: A New Professional Development Model for Empowering Educators to Support LGBTQ Students

Abstract

This article describes the rationale and design of The Reduction of Stigma in Schools—an innovative professional development program that aims to empower educators to create supportive learning environments for LGBTQ (lesbian, gay, bisexual, transgender, queer) students. Part of a larger evaluation study, the authors illustrate how the core design components are visible in participants’ experiences with the program itself and with working to create supportive environments for their students. Key design elements, such as the educator-to-educator program delivery, research based workshop content, and basing the program in a university school of education, were reported by participants to increase the perceived relevance of LGBTQ issues for their professional practice. The article concludes with reflection on those design elements which are effective, plans for expanding the model, and recommendations for actions educators can take to support LGBTQ youth.

KEYWORDS:

• LGBTQ youth
• professional development
• program evaluation
• teachers

Acknowledgments

The authors wish to acknowledge Deanna Adams and Shelly Headley, the first and second RSIS graduate interns, and thank Dean Douglas Biklen of the Syracuse University School of Education for his support.

Notes

1. This paper is a narrative of our process in designing and implementing Reduction of Stigma in Schools. The “I” in the paper refers to the first author, though once graduate students became a consistent part of the program, all program research and design was collaborative as reflected in the “we.”