Toward a consistent stance in teaching for equity: learning to advocate for Lesbian- and Gay-identified youth

Three education classes of mostly prospective teachers provided instruction on issues related to Lesbian- and Gay-identified (LG) youth in schools, including readings, a video, a guest speaker, discussion, and writings. Written responses of 97 students, of whom more than a third were students of color, revealed lack of knowledge of LG youth prior to instruction and strong appreciation for new knowledge. Some students voiced resistance and reconciliation related to religiosity, and many-raised questions-regarding classroom application. The dominant stance, however, was appreciation for challenges facing LG youth and reports of plans to advocate for them in schools. Students made many, links to broader social justice issues. Enabling classroom processes appear to have included an equity framework, cultural insider perspectives, and a safe discussion space-design principles for teacher education and development related to advocating for all youth. (C) 2003 Published by Elsevier Science Ltd.