Abstract
Do ‘out’ lesbian and gay faculty influence the inclusion of sexual orientation as a form of diversity in their teacher preparation programmes? Data gathered from 142 teacher preparation programmes across the USA (representing the preparation of 23,000–30,000 new teachers annually) suggest they do not. Likewise, the priority placed upon sexual orientation topics within programmes was unrelated to the presence of out gay and lesbians among programme faculty. The presence of out gay and lesbian faculty was also unrelated to programme coordinators’ beliefs that faculty ignorance, resistance or discomfort regarding sexual orientation topics were challenges to inclusion. Finally, the presence of out gay and lesbian faculty was unrelated to programme coordinators’ perceptions of sexual orientation as a factor associated with student risk. Directions for further research are discussed.
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