Date Approved


Graduate Degree Type


Degree Name

Education-Literacy Studies: Reading (M.Ed.)

Degree Program

College of Education

First Advisor

Elizabeth Stolle Ph.D

Second Advisor

Mary Bair Ph. D

Academic Year



This paper explores research that discusses the impact of a culturally responsive education and lack-of for LGBTQ+ students and recommends a solution to ensure all students are safe and represented in schools. The research cited varies in their definitions and uses of the term LGBTQ+. This paper will use the term LGBTQ+, an abbreviation for lesbian, gay, bisexual, transgender, queer, and more communities; however, the abbreviation used in the referenced research may be shortened to LG, LGB, LGBT, or LGBTQ to reflect only specific communities included in LGBTTTQQIAAP (VandenBos, 2015). This paper will also focus on inclusion, which refers to increasing learning and participation for all students. Inclusion involves valuing all students and staff equally, increasing the participation of students, and removing barriers to learning and participation (Booth & Ainscow, 2002). Finally, this project will discuss the importance of anti-bias education through the lens of culturally relevant teaching. Anti-bias education refers to supporting children to develop: a confident sense of identity without needing to feel superior to others; an ease with human diversity; a sense of fairness and justice; the skills of empowerment; and the ability to stand up for themselves and for others (Derman-Sparks and Edwards, 2019). When using the terms anti-bias or LGBTQ+ inclusive, this paper does not wish to de-center race or ethnicity but rather focus on the role gender and sexuality play with the understanding that social identities are intersectional.