Date of Award
Spring 5-1-2019
Degree Type
Dissertation
Degree Name
Doctor of Philosophy - School Psychology
Department
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
Abstract
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.
Repository Citation
Forney, DiAne', "Teacher’s Attitudes and Willingness to Refer Sexual Minority Students to Special Education" (2019). Electronic Theses and Dissertations. 257.
https://scholarworks.sfasu.edu/etds/257
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Included in
Disability and Equity in Education Commons, Educational Psychology Commons, School Psychology Commons
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