Chapter 2: A Place Where They Can Be Themselves: Issues of LGBTQ Students [Revisited]

In 2002, I was enrolled in an elementary/early secondary teacher education program in Central New York. As I reflect on that time, which I often do, I find myself grateful for my core group of professors who were adamant about promoting social justice and providing a democratic education for all students. These ideals were integrated within my teaching methods classes as well as in the development of my classroom management and teaching philosophies. Equality and equity were foundational themes for many theoretical discussions regarding K–12 classroom education. It was during this period when I wrote a paper titled, “A Place Where They Can Be Themselves: Issues of Gay, Lesbian, and Bisexual Students.” Since that time, I’ve earned my master’s degree in childhood education, obtained licenses to teach in both New York and California (K–12 multiple subject and biology), and served 5 years as a full-time science teacher in the public school system. Currently, I am pursuing a PhD in Curriculum & Instruction with a focus on curriculum studies, specifically multicultural and LGBTQ-inclusive education.