International Journal of School and Cognitive Psychology
Open Access

Abstract

Heteronormativity in Elementary Schools: The Hidden and Evaded Curricula of Gender Diversity

Margaret Goodhand and Kathleen M Brown

The culture of elementary schools has a significant impact on a child’s academic, social, and emotional wellbeing. Unfortunately, research indicates that most schools in the US tend to perpetuate a heteronormative culture which denies, silences, and stigmatizes children who display any atypical gender behaviour and/or are perceived to be lesbian or gay. The purpose of this study was to explore educators’ beliefs about, awareness of, and willingness to confront heteronormativity. Results indicate that teachers want to embrace diversity broadly defined but 1) are fearful but willing, 2) recognize barriers, 3) desire more information and support, and 4) acknowledge the need to begin early.