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SB 48: Culturally Relevant Curriculum for LGBTQ Students in the Los Angeles Unified School District
Author/Artist
Blumenfeld, Andrew
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Format
Senior thesis
Language
English
Description
88 pages
Availability
Available Online
Citation only:
DataSpace
Copies in the Library
Location
Call Number
Status
Location Service
Notes
Mudd Manuscript Library - Stacks
AC102
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Details
Advisor(s)
Harris, Angel
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Department
Princeton University. Department of Sociology
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Class year
2013
Restrictions note
Walk-in Access. This thesis can only be viewed on computer terminals at the
Mudd Manuscript Library
.
Summary note
Much sociological research has been done to help explain the disparities in educational outcomes along racial lines (i.e. the “achievement gap”), and this research can help provide a framework for thinking about similar social factors that influence a “sexuality achievement gap,” between Lesbian, Gay, Bisexual, Transgendered, and/or Queer (LGBTQ) students, and their non-LGBTQ peers. This thesis uses that body of research, as well as other sociological literature to establish a typology for strategies that may be used to improve social learning environments for LGBTQ students, and consequently help to close the sexuality achievement gap. By conducting a content analysis of the implementation of new legislation in California (SB 48: FAIR Education Act) that mandates the inclusion of LGBTQ figures in K-12 Social Science curricula, this research maps out and analyzes the various strategies being deployed by the Los Angeles Unified School District in their efforts to impact social structures for LGBTQ students. It will demonstrate where this implementation should expect to have the greatest effect on social environments- as well as identify opportunities for greater impactfor this district, the other ~1,000 districts in California, as well as for any other states that might ultimately adopt similar policies, or desire similar changes.
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