Publisher Description

This book explores the experiences of LGBTQ+ parented families in school communities and provides a voice for this overlooked group who are becoming an increasingly common form of family diversity in school communities. Approaching the topic from a strength-based psychological perspective, the book presents LGBTQ+ parents' suggestions for school improvements and supportive structures and provides empirical evidence to inform future LGBTQ+ inclusive educational policy. Research based yet practically focused, it will be a valuable resource for researchers, students and education professionals alike.

Author Biography

Trent Mann is a casual academic and PhD student in the School of Education at Macquarie University currently lecturing in postgraduate educational psychology units, and a range of educational subjects. His research explores developmental psychology, educational sociology, community health research, inter-disciplinary approaches to research, educational policy and mixed-method research designs with a focus on LGBTQ+ groups in school communities (students, parents/guardians and school staff). Trent was awarded the Faculty of Human Sciences Thesis Excellence Award for his Masters of Research exploring LGBTQ+ parents' experiences in Australian school contexts (Mann & Jones).Tiffany Jones is a Professor in the School of Education at Macquarie University who researches LGBTIQ+ issues in education, education policy, health and social policy. Her peer-reviewed books include new releases Improving Services for Transgender and Gender Variant Youth, A Student-centred Sociology of Education: Voices of Experience, Uplifting Gender and Sexuality Education Research and Bent Street vol. 5.1. Professor Jones liaises and constructs technical, policy and data reports with UN bodies and sits on the editorial board of the peer-reviewed academic journals Sex Education, LGBT Health and LGBT Youth, and edits Bent Street.

Table of Contents

Chapter 1: Introducing LGBTQ+ Parents in Media, Culture & Education Policy; Chapter 2: Reviewing LGBTQ+ Parent Research in & Beyond Schools; Chapter 3: Framing LGBTQ+ Parents in Theory, Research & Practice; Chapter 4: Applying Ecological Development for LGBTQ+ Parents in School Contexts; Chapter 5: Foregrounding LGBTQ+ Parents' Perspectives on School Supports; Chapter 6: Emphasising LGBTQ+ Parents' Positive Experiences in, & Recommendations for, School Contexts; Chapter 7: Summary and Conclusions: Endorsing Low-Fuss Pluralistic Business-As-Usual Inclusion; Index

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