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Papers by Cathy Brant

The Educational Forum, 2023

This study reports on teacher educators' (n = 930) self-efficacy in working with LGBTQIA + studen... more This study reports on teacher educators' (n = 930) self-efficacy in working with LGBTQIA + students and addressing LGBTQIA + topics in teacher education in the United States. We explore the topics they teach, the barriers they face, and the support(s) needed to be more purposeful in LGBTQIA + inclusion. Themes from this analysis provide a continuum of engagement among teacher educators and implications and additional research needed for greater inclusion of LGBTQIA + topics are shared.

School University Partnerships, 2022

Teaching and Teacher Education , 2022

Literacy and social studiess instructors had a higher sense of self-efficacy than their mathemat... more Literacy and social studiess instructors had a higher sense of self-efficacy than their mathematics and science counterparts. Participants had a higher sense of self-efficacy in working with LGBTQIA students than teaching LGBTQIA content.

Journal of LGBT Youth, Jun 3, 2019

From the moment a pregnancy is announced, the parents are always asked, “Are you having a boy or ... more From the moment a pregnancy is announced, the parents are always asked, “Are you having a boy or a girl?” Children are gendered from early pregnancy, sometimes even before sex organs are able to be...

The Journal of Social Studies Research, 2016

Abstract Multicultural education, in some capacity, is a part of nearly every teacher education p... more Abstract Multicultural education, in some capacity, is a part of nearly every teacher education program in the country. Studies have shown, though, that this multicultural education does not often include issues of gender non-conformity and sexuality as a part of the instruction. Given these experiences in teacher preparation programs, we wanted to investigate pre-service and in-service social studies teachers׳ sense of self-efficacy in working with LGBTQ youth, teaching LGBTQ content, and addressing LGBTQ bias in school context. Using a Likert-scale we assessed the self-efficacy of 47 pre-service teachers. We found that the teachers had the highest sense of self-efficacy working with LGBTQ students and families. The participants reported a lower sense of self-efficacy teaching LGBTQ content and the lowest sense of self-efficacy addressing bias against LGBTQ individuals in commercial teaching materials and school contexts. The results of this study reveal the need for social studies teacher educators to be purposeful in the inclusion of these topics in their teacher preparation courses.

Action in Teacher Education, 2020

The purpose of this study was to explore teacher educators’ self-efficacy in addressing LGBTQ iss... more The purpose of this study was to explore teacher educators’ self-efficacy in addressing LGBTQ issues. Self-efficacy is a key component of social cognitive theory and highly predictive of an individual’s willingness to act. This study includes 232 teacher educators’ responses to a survey exploring their self-efficacy in working with LGBTQ students, teaching about LGBTQ events/figures, and helping preservice teachers reduce their prejudice about LGBTQ individuals. Ultimately, teacher educators need more resources to help increase their self-efficacy in integrating this topic into their courses.

Theory & Research in Social Education, 2014

With a book focusing on teaching and affirming trans* and gender creative youth, it is critical t... more With a book focusing on teaching and affirming trans* and gender creative youth, it is critical to discuss not only the experiences of these students in schools and specific practices teachers can employ to make school spaces more inclusive for trans* and gender non-conforming students, but to also include a discussion on the preparation of teachers to work with this population. Brant presents the data from two studies measuring preservice and inservice teachers’ perceived self-efficacy in working with and working for trans* and gender creative youth. From this data she makes recommendations about the ways in which teacher educators can apply a Queer Literacy Framework as a part of a teacher preparation program.

The Ohio Social Studies Review, Dec 5, 2013

In this article, the author uses qualitative survey data to argue for the integration of multicul... more In this article, the author uses qualitative survey data to argue for the integration of multicultural education into elementary, middle, and secondary social studies classrooms, as well into the social studies education curricula. With the increasingly diverse demographics of schools, teachers need to include multicultural education as a part of their instruction. The National Council of Social Studies themes of Social Studies readily lend themselves to this critical element of social studies instruction. This study indicates a wide range of preservice teachers’ understandings about the meaning of the term “multicultural education.” Responses included definitions about teachers’ beliefs about student diversity, to responses about teaching practices, and included responses that indicated little or no understanding of the term. The author argues that these diverse understandings can and will have significant implications for the ways these preservice teachers will enact multicultural pedagogies in their future social studies classrooms

This article describes a study that investigated preservice teachers' understandings and self... more This article describes a study that investigated preservice teachers' understandings and self-efficacy related to lesbian, gay, bisexual, transgender, or queer (LGBTQ) students and families. The preservice teachers indicated a broad range of understandings in relation to LGBTQ terms. They reported a relatively high sense of self-efficacy in working with LGBTQ students, with slightly lower self–efficacy in identifying biases in curricular materials and school contexts and in teaching LGBTQ content in their classrooms.

Theory & Research in Social Education

Publications by Cathy Brant

School University Partnerships, 2022

Abstract: The purpose of this article is to extend the literature around reflective practices in ... more Abstract: The purpose of this article is to extend the literature around reflective practices in PDS. In this article the authors discuss their experiences, as novice Professors in Residence (PIRs) engaging in Professional Development School (PDS) work, using dialogic e-journaling as a collaborative space to process and reflect on professional practice experiences in their separate PDS sites. The authors lay out a blueprint for other PIRs and PDS partners for how to establish their own dialogic e-journaling relationship.

NAPDS 9 Essentials Addressed:
Essential 3: Professional Learning and Leading A PDS is a context for continuous professional learning and leading for all participants, guided by need and a spirit and practice of inquiry.

Essential 4: Reflection and Innovation A PDS makes a shared commitment to reflective practice, responsive innovation, and generative knowledge.

The Educational Forum, 2023

This study reports on teacher educators' (n = 930) self-efficacy in working with LGBTQIA + studen... more This study reports on teacher educators' (n = 930) self-efficacy in working with LGBTQIA + students and addressing LGBTQIA + topics in teacher education in the United States. We explore the topics they teach, the barriers they face, and the support(s) needed to be more purposeful in LGBTQIA + inclusion. Themes from this analysis provide a continuum of engagement among teacher educators and implications and additional research needed for greater inclusion of LGBTQIA + topics are shared.

School University Partnerships, 2022

Teaching and Teacher Education , 2022

Literacy and social studiess instructors had a higher sense of self-efficacy than their mathemat... more Literacy and social studiess instructors had a higher sense of self-efficacy than their mathematics and science counterparts. Participants had a higher sense of self-efficacy in working with LGBTQIA students than teaching LGBTQIA content.

Journal of LGBT Youth, Jun 3, 2019

From the moment a pregnancy is announced, the parents are always asked, “Are you having a boy or ... more From the moment a pregnancy is announced, the parents are always asked, “Are you having a boy or a girl?” Children are gendered from early pregnancy, sometimes even before sex organs are able to be...

The Journal of Social Studies Research, 2016

Abstract Multicultural education, in some capacity, is a part of nearly every teacher education p... more Abstract Multicultural education, in some capacity, is a part of nearly every teacher education program in the country. Studies have shown, though, that this multicultural education does not often include issues of gender non-conformity and sexuality as a part of the instruction. Given these experiences in teacher preparation programs, we wanted to investigate pre-service and in-service social studies teachers׳ sense of self-efficacy in working with LGBTQ youth, teaching LGBTQ content, and addressing LGBTQ bias in school context. Using a Likert-scale we assessed the self-efficacy of 47 pre-service teachers. We found that the teachers had the highest sense of self-efficacy working with LGBTQ students and families. The participants reported a lower sense of self-efficacy teaching LGBTQ content and the lowest sense of self-efficacy addressing bias against LGBTQ individuals in commercial teaching materials and school contexts. The results of this study reveal the need for social studies teacher educators to be purposeful in the inclusion of these topics in their teacher preparation courses.

Action in Teacher Education, 2020

The purpose of this study was to explore teacher educators’ self-efficacy in addressing LGBTQ iss... more The purpose of this study was to explore teacher educators’ self-efficacy in addressing LGBTQ issues. Self-efficacy is a key component of social cognitive theory and highly predictive of an individual’s willingness to act. This study includes 232 teacher educators’ responses to a survey exploring their self-efficacy in working with LGBTQ students, teaching about LGBTQ events/figures, and helping preservice teachers reduce their prejudice about LGBTQ individuals. Ultimately, teacher educators need more resources to help increase their self-efficacy in integrating this topic into their courses.

Theory & Research in Social Education, 2014

With a book focusing on teaching and affirming trans* and gender creative youth, it is critical t... more With a book focusing on teaching and affirming trans* and gender creative youth, it is critical to discuss not only the experiences of these students in schools and specific practices teachers can employ to make school spaces more inclusive for trans* and gender non-conforming students, but to also include a discussion on the preparation of teachers to work with this population. Brant presents the data from two studies measuring preservice and inservice teachers’ perceived self-efficacy in working with and working for trans* and gender creative youth. From this data she makes recommendations about the ways in which teacher educators can apply a Queer Literacy Framework as a part of a teacher preparation program.

The Ohio Social Studies Review, Dec 5, 2013

In this article, the author uses qualitative survey data to argue for the integration of multicul... more In this article, the author uses qualitative survey data to argue for the integration of multicultural education into elementary, middle, and secondary social studies classrooms, as well into the social studies education curricula. With the increasingly diverse demographics of schools, teachers need to include multicultural education as a part of their instruction. The National Council of Social Studies themes of Social Studies readily lend themselves to this critical element of social studies instruction. This study indicates a wide range of preservice teachers’ understandings about the meaning of the term “multicultural education.” Responses included definitions about teachers’ beliefs about student diversity, to responses about teaching practices, and included responses that indicated little or no understanding of the term. The author argues that these diverse understandings can and will have significant implications for the ways these preservice teachers will enact multicultural pedagogies in their future social studies classrooms

This article describes a study that investigated preservice teachers' understandings and self... more This article describes a study that investigated preservice teachers' understandings and self-efficacy related to lesbian, gay, bisexual, transgender, or queer (LGBTQ) students and families. The preservice teachers indicated a broad range of understandings in relation to LGBTQ terms. They reported a relatively high sense of self-efficacy in working with LGBTQ students, with slightly lower self–efficacy in identifying biases in curricular materials and school contexts and in teaching LGBTQ content in their classrooms.

Theory & Research in Social Education

School University Partnerships, 2022

Abstract: The purpose of this article is to extend the literature around reflective practices in ... more Abstract: The purpose of this article is to extend the literature around reflective practices in PDS. In this article the authors discuss their experiences, as novice Professors in Residence (PIRs) engaging in Professional Development School (PDS) work, using dialogic e-journaling as a collaborative space to process and reflect on professional practice experiences in their separate PDS sites. The authors lay out a blueprint for other PIRs and PDS partners for how to establish their own dialogic e-journaling relationship.

NAPDS 9 Essentials Addressed:
Essential 3: Professional Learning and Leading A PDS is a context for continuous professional learning and leading for all participants, guided by need and a spirit and practice of inquiry.

Essential 4: Reflection and Innovation A PDS makes a shared commitment to reflective practice, responsive innovation, and generative knowledge.