Teachers’ attitudes toward homosexuality and the lesbian, gay, bisexual, and queer community in the United States

2018 ◽  
Vol 22 (1) ◽  
pp. 23-41 ◽  
Author(s):  
William J. Hall ◽  
Grayson K. Rodgers
Keyword(s):  
United States ◽  
The United States ◽  
Attitudes Toward Homosexuality ◽  
Teachers Attitudes

The Global Shift in Attitudes toward Homosexuality

2018 ◽  
pp. 209-228
Author(s):  
Jeremiah J. Garretson
Keyword(s):  
United States ◽  
Attitude Change ◽  
Gay Rights ◽  
The United States ◽  
Attitudes Toward Homosexuality ◽  
Media System ◽  
European Values ◽  
Act Up ◽  
Major Factors ◽  
Free Media

This chapter broadens the scope of the book outside the United States and shows that advances in support for gay rights have been broader than previously thought. Using the World and European Values Survey, which have surveyed attitudes involving homosexuality since the 1980s, the chapter shows that on nearly every continent, there are countries whose attitudes have changed similarly to the United States. The chapter then shows that the major factors which divide countries that have seen change from those than have not are GDP and the size and freedom of each country’s media system. Countries with free and pervasive media, which allowed for the success of ACT-UP, saw attitude change. Those without free media or with little media infrastructure still harbour pervasive anti-gay attitudes. Tentative results on how political party systems effect gay rights support are also presented.

The Relationship between Prejudice and Wage Penalties for Gay Men in the United States

ILR Review ◽  
2019 ◽  
Vol 73 (3) ◽  
pp. 650-675 ◽  
Author(s):  
Ian Burn
Keyword(s):  
United States ◽  
Standard Deviation ◽  
Gay Men ◽  
Empirical Relationship ◽  
General Social Survey ◽  
State Level ◽  
The United States ◽  
Standard Deviation Increase ◽  
Attitudes Toward Homosexuality ◽  
Prejudicial Attitudes

This article estimates the empirical relationship between prejudicial attitudes toward homosexuality and the wages of gay men in the United States. It combines data on prejudicial attitudes toward homosexuality from the General Social Survey with data on wages from the U.S. Decennial Censuses and American Community Surveys—both aggregated to the state level. The author finds that a one standard deviation increase in the share of individuals in a state who are prejudiced toward homosexuals is correlated with a decrease in the wages of gay men of between 2.7% and 4.0%. The results also suggest that the prejudice of managers is responsible for this correlation. The author finds that a one standard deviation increase in the share of the managers in a state who are prejudiced toward homosexuals is associated with a 1.9% decrease in the wages of gay men. The author finds no evidence that the wage penalty for gay men is correlated with the prejudice of customers or co-workers.

Attitudes Toward Homosexuality and Perceptions of the United States Abroad*

2018 ◽  
Vol 100 (1) ◽  
pp. 123-139
Author(s):  
Myunghee Kim ◽  
Nikola Mirilovic ◽  
Jonathan Knuckey
Keyword(s):  
United States ◽  
The United States ◽  
Attitudes Toward Homosexuality

scholarly journals Bibliometric analysis of publications on inclusive education from the Web of Science Core Collection published from 1992 to 2020

2021 ◽  
Vol 8 (1) ◽  
pp. 79-84
Author(s):  
Jia-Fen Wu ◽  
Xiaoxiao Lin
Keyword(s):  
United States ◽  
Inclusive Education ◽  
Core Collection ◽  
Web Of Science ◽  
Citation Index ◽  
The United States ◽  
Teachers Attitudes ◽  
The Web ◽  
Highly Cited Articles ◽  
Highly Cited

Purpose: This study analyzed the bibliometric characteristics of publications on inclusive education in the Social Science Citation Index and Science Citation Index Expanded in the Web of Science Core Collection from 1992 to 2020.Methods: Terms related to “inclusive education” and “inclusion of education” were used as keywords to search for journal articles on July 3, 2020.Results: There were 1,786 articles, representing 3,376 authors, in the 345 journals scanned. The United States, United Kingdom, and Australia were the three leading countries/regions in this field. In the top 12 countries, the top 15 institutions and the top 10 most-cited journals were identified by either the number of publications or the number of total citations. Core themes from the 30 most highly-cited articles were teachers’ attitudes, teachers’ self-efficacy, and the effects of inclusive education. Teachers included both pre-service and in-service teachers; students represented those with and without special educational needs.Conclusion: The results indicate that the United States, United Kingdom, and Australia dominated inclusive education research, originating most of the highly-cited articles, having more prolific authors, and presenting the most-cited institutions. Furthermore, three emerging core themes from the 30 most highly-cited articles were teachers’ attitudes, teachers’ self-efficacy, and the effects of inclusive education. Frontline teachers are recommended to submit manuscripts about their teaching experiences to the most-cited journals, which have a large readership. To measure the effects of inclusive education, it is essential to formulate reliable, valid, and culture-free research instruments for future studies.

Cross-Cultural Predictors of Teachers' Attitudes toward Gifted Education: Finland, Hong Kong, and the United States

2002 ◽  
Vol 26 (2) ◽  
pp. 112-131 ◽  
Author(s):  
Kirsi A. Tirri ◽  
Mary K. Tallent-Runnels ◽  
Aida M. Adams ◽  
Mantak Yuen ◽  
Patrick S. Y. Lau
Keyword(s):  
United States ◽  
Hong Kong ◽  
Gifted Education ◽  
Quantitative Methods ◽  
The United States ◽  
Attitude Scale ◽  
Gifted Children ◽  
Cultural Predictors ◽  
Gifted Education Teachers ◽  
Teachers Attitudes

This study investigated culture-dependent attitudes and predictors of these attitudes of teachers (147–Finland, 214–Hong Kong, 160–United States) toward gifted education. Preservice, regular classroom, and gifted education teachers completed the attitude scale toward gifted education developed by Gagné and Nadeau (1985). A new method was introduced as an alternative approach in prediction. Finally, the results of this study were compared to an earlier study using more traditional quantitative methods (Tallent-Runnels, Tirri, & Adams, 2000). Results revealed 5 major predictors of attitudes for the 3 countries. These were whether or not they believed (a) they had gifted children in their school, (b) all children are gifted, (c) gifted children should spend their spare time helping others progress, (d) parents have the major responsibility for helping gifted children develop then talents, and (e) the best way to meet the needs of gifted children is in special classes.

Teacher Attitudes in Italy After Twenty Years of Inclusion

1998 ◽  
Vol 19 (6) ◽  
pp. 350-356 ◽  
Author(s):  
Cesare Cornoldi ◽  
Alessandra Terreni ◽  
Thomas E. Scruggs ◽  
Margo A. Mastropieri
Keyword(s):  
United States ◽  
General Education ◽  
Students With Disabilities ◽  
Teacher Attitudes ◽  
Special Education Teachers ◽  
Central Italy ◽  
National Policy ◽  
The United States ◽  
Attitudes Toward Inclusion ◽  
Teachers Attitudes

In 1977, Italy adopted a national policy on inclusion, whereby separate schools for students with disabilities were virtually eliminated in favor of neighborhood schools and general education classrooms. Substantial support was provided to general education teachers with respect to favorable class sizes and availability of special education teachers. The purpose of this study was to determine the nature of Italian teachers' attitudes toward inclusion after 20 years of inclusion policies and practice. A total of 523 education teachers in Northern and Central Italy responded to a survey that was based on common core items taken from a review of previous surveys conducted in America. Overall support for the concept of inclusion was found to be very strong. However, Italian teachers responded far less positively on practical items addressing their satisfaction with time, training, personnel assistance, and resources provided for inclusion efforts. These attitudes were also compared with teacher attitudes toward inclusion reported in similar surveys in the United States. Implications for inclusion practices in the United States are discussed.

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