The Inclusion of Queer History in School Curriculum and Its Influence on Students’ Wellbeing
Location
Armstrong Campus (Solms 110)
Document Type and Release Option
Thesis Presentation (Open Access)
Faculty Mentor
Dr. Peggy Shannon-Baker
Faculty Mentor Email
pshannonbaker@georgiasouthern.edu
Presentation Year
2022
Start Date
14-11-2022 5:30 PM
End Date
14-11-2022 7:30 PM
Description
This study used a mixed methods approach to help determine how individuals worldwide recall their history curriculum. The inclusion, if any, of queer historical figures was discussed. The study’s aim was to discover any connection between the inclusion of queer historical figures and a potential increase to all students' wellbeing and academic growth. The study employed an initial survey as well as follow-up interviews to determine the participants' education, experiences, and views of themselves at the time. The study concluded that the lack of inclusion of queer curriculum had a negative effect on students' wellbeing and the potential inclusion of this curriculum could improve all students wellbeing.
Academic Unit
College of Education
The Inclusion of Queer History in School Curriculum and Its Influence on Students’ Wellbeing
Armstrong Campus (Solms 110)
This study used a mixed methods approach to help determine how individuals worldwide recall their history curriculum. The inclusion, if any, of queer historical figures was discussed. The study’s aim was to discover any connection between the inclusion of queer historical figures and a potential increase to all students' wellbeing and academic growth. The study employed an initial survey as well as follow-up interviews to determine the participants' education, experiences, and views of themselves at the time. The study concluded that the lack of inclusion of queer curriculum had a negative effect on students' wellbeing and the potential inclusion of this curriculum could improve all students wellbeing.
