How the Inclusion of Queer History in School Curriculum Can Influence Student’s Wellbeing
Location
Afternoon Symposiums - Undergraduate Honors Research
Proposal Track
Research Project
Session Format
Presentation
Abstract
Within K-12 education, there seems to be a worldwide deficit within history courses. Specifically, history classes typically do not focus on the lives and contributions of queer figures. In recent years, more students are feeling comfortable sharing their gender and sexual identities in schools; this is a result of inclusion efforts within our larger societal and political fields. Although there is precedent within other marginalized groups that an increase in representations in history classes can lead to an increase in student wellbeing, there remains limited conversation within the education world concerning teaching about queer historical figures. This study aims to address the lack of representation of queer historical figures in school curriculums and examine the experiences of queer and questioning individuals during their schooling. Additionally, the researcher will explore whether there is a relationship between student wellbeing and exposure to notable queer historical figures.
Keywords
Student well being, LGBTQI, curriculum
Professional Bio
Maia Stephens is a honors undergraduate student at GSU and seeking to present her capstone research at GERA.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Stephens, Maia, "How the Inclusion of Queer History in School Curriculum Can Influence Student’s Wellbeing" (2021). Georgia Educational Research Association Conference. 86.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/86
How the Inclusion of Queer History in School Curriculum Can Influence Student’s Wellbeing
Afternoon Symposiums - Undergraduate Honors Research
Within K-12 education, there seems to be a worldwide deficit within history courses. Specifically, history classes typically do not focus on the lives and contributions of queer figures. In recent years, more students are feeling comfortable sharing their gender and sexual identities in schools; this is a result of inclusion efforts within our larger societal and political fields. Although there is precedent within other marginalized groups that an increase in representations in history classes can lead to an increase in student wellbeing, there remains limited conversation within the education world concerning teaching about queer historical figures. This study aims to address the lack of representation of queer historical figures in school curriculums and examine the experiences of queer and questioning individuals during their schooling. Additionally, the researcher will explore whether there is a relationship between student wellbeing and exposure to notable queer historical figures.
