Purdue University Graduate School
Schuler.Thesis.Final.pdf (705.29 kB)

An Exploration Of How Teachers Are Integrating LGBTQ+ Young Adult Literature Into The Secondary English Language Arts Classroom

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posted on 2021-08-04, 14:24 authored by Brandon Eugene SchulerBrandon Eugene Schuler
Many local and national teaching associations and teacher preparation programs have called for the integration of LGBTQ+ Young Adult literature in the secondary English language arts classroom. However, in practice, classroom teachers continue to rely on classic, canonical works which often represent a white, cisgender male, heterosexual point of view. In choosing these canonical texts, the identities and experiences of the spectrum of LGBTQ+ students are excluded. The effects of this exclusion are harmful to both LGBTQ+ students and their peers. The purpose of this thesis is twofold: 1) explore how LGBTQ+ YA literature is currently being used in secondary English Language Arts classrooms and 2) provide a list of exemplary LGBTQ+ texts that teachers can integrate into their curriculum. In exploring these topics, I discuss various teacher hesitations in using LGBTQ+ texts in their classroom as well as successful ways teachers are currently integrating these texts into their curriculum. At the conclusion, I provide recommendations for novel selections and classroom appropriacy.


Degree Type

  • Master of Science in Education


  • Curriculum and Instruction

Campus location

  • West Lafayette

Advisor/Supervisor/Committee Chair

Tara Star Johnson

Additional Committee Member 2

JoAnn Phillion

Additional Committee Member 3

Christy Wessel Powell

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