The Lived Experiences of LGBTQQIAA Advocates in Education

摘要: Lesbian, gay, bisexual, transgender, queer, questioning, intersex, asexual, and ally (LGBTQQIAA) students are not commonly discussed in teacher education programs. Issues related to LGBTQQIAA learners need be addressed schools Extant research shows that often face hostile school climates, with few resources little support, which can lead higher levels of absence truancy, lower academic achievement, numerous negative health outcomes. This article uses autoethnographic methods examine the experiences an activist group working preservice teachers, educators, other social justice advocates on a long-term service project for undergraduate candidates aimed at increasing recognition giving voice K—12 students' experiences. agency resistance addressed, implications preparation programs discussed.