Date of Conferral

Winter 11-2025

Degree

Ph.D.

School

Education

Advisor

Dr. Patricia Brewer

Abstract

The problem that was addressed through this study is the gap in literature about K–5 teachers’ challenges in implementing an LGBTQIA+-inclusive curriculum in New Jersey. Grounded in Fuller’s concerns of teachers framework and Foucault’s seminal work on the historical treatment of members of the LGBTQIA+ community, the purpose of this basic qualitative study was to explore K–5 teachers’ challenges in implementing an LGBTQIA+-inclusive curriculum in New Jersey. Purposeful and snowball sampling were used to recruit 11 K–5 teachers who self-identified as having implemented the New Jersey LGBTQIA+-inclusive curriculum. Data collected through semistructured interviews were analyzed using a priori codes in a deductive analysis and Creswell’s process of coding for inductive analysis with the following four themes emerging: (a) teachers experienced power dynamics with stakeholders, including scrutiny from parents, lack of support (i.e., training, resources, and professional development) from administrators, and disagreement with school board members about changes in the content of the curriculum; (b) teachers did not feel prepared to implement the LGBTQIA+-inclusive curriculum; (c) teachers were concerned about the age-appropriateness of the curriculum; and (d) teachers experienced apprehension toward implementing the curriculum due to personal or professional threats of lawsuits, physical harm, and intimidation. Teachers in this study faced challenges that hindered their ability to implement an LGBTQIA+-inclusive curriculum. The results of this study may support positive social change by ensuring teachers feel prepared and safe, and potentially create inclusive and safe educational environments for all students.

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