Social studies teachers' perceptions of using the FAIR Education Act and curriculum to create safe spaces for LGBT students

Abstract

The FAIR Education Act mandates that social studies teachers in California include LGBT-inclusive curriculum in their courses, in addition to prohibiting anti-LGBT materials from being used. This study investigated the perceptions of social studies teachers at three high schools from within the same district of the FAIR Education Act. Its findings show that educational leaders and policy makers must inform teachers about the FAIR Education Act and their roles in implementing it. Leaders must also take an active role in monitoring and implementing the law and its tenets. Furthermore, they must ensure that educators understand why LGBT-inclusive curriculum should be taught. Lastly, educators must have access to high-quality curriculum and resources in order to properly implement the law. The study examines the problems that LGBT students face, and looks into how the use of LGBT-inclusive curriculum can help make schools safer for this group of students.