Date of Award

Spring 5-1-2019

Degree Type


Degree Name

Doctor of Philosophy - School Psychology


Human Services

First Advisor

Dr. Nina Ellis-Hervey

Second Advisor

Dr. Robbie Stewart

Third Advisor

Dr. Luis Aguerrevere

Fourth Advisor

Dr. Daniel McCleary

Fifth Advisor

Dr. Amanda Rudolph


Research shows that cultural minority students are over-represented in special education services based on teacher bias and attitudes towards these cultural minority students. A cultural minority that has not been as widely researched is the Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ). The purpose of this study is to determine if teacher’s bias and attitude towards LGBTQ students interferes with their ability to make special education referrals for sexual minority students (Hebl, 2000), who are students identified as LGBTQ. For the purpose of this study, a variety of teachers were asked to complete, two qualifying questions, a detailed demographic questionnaire, the brief RCOPE, the Homosexual Attitude Scale, the Riddle Scale (both measuring attitude and acceptance of sexual minority individuals), two vignettes, and a post-vignette question to determine if the participants’ personal biases and attitudes impact their willingness to refer sexual minority students to special education. A logistic regression was used to analyze data. All data was collected from teachers via Mechanical Turk (Mturk) through Amazon. It is hypothesized that teachers are more likely to make a special education referral for sexual minority students than heterosexual students based on personal biases.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



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