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FSU ETD Template Florida State University Libraries 2016 Pre-Service Teacher Beliefs and Attitudes Toward Children and Families Headed by Same-Sex Couples Jackie M. (Jackie Marie) Davis Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION PRE-SERVICE TEACHER BELIEFS AND ATTITUDES TOWARD CHILDREN AND FAMILIES HEADED BY SAME-SEX COUPLES By JACKIE M. DAVIS A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2016 Jackie M. Davis defended this dissertation on July 11, 2016. The members of the supervisory committee were: Mary Frances Hanline Professor Directing Dissertation Motoko Akiba University Representative Ithel Jones Committee Member Kelly Whalon Committee Member The Graduate School has verified and approved the above-named committee members, and certifies that the dissertation has been approved in accordance with university requirements. ii This dissertation is dedicated to my children Jay, Dana, and Brian. Always keep learning; Love one another; Do what is right, always. iii ACKNOWLEDGMENTS This dissertation would not have been possible without the support of my major professor, Dr. Mary Frances Hanline . these traditional words of acknowledgement seem unworthy of the influence, understanding, and support that Dr. Hanline has given to me during this journey. In May of 2012, I walked on to the campus of Florida State University and in the Stone Building for the very first time to meet Dr. Hanline. At the time, it was my intention to be here for one year to obtain my Master’s Degree and then move back to my hometown of Live Oak prepared to be a better kindergarten teacher for the remainder of my professional career. Today, just over four years later, I am preparing to leave with my Ph.D. and move half way across the country to begin a new journey . one I never dreamed of before. Throughout these past four years, much life has happened – divorce, foreclosure, surgery, death. These life events individually would be difficult at best, especially when wedged into a rigorous Ph.D. program. However, when they all happen within one semester, they can be paralyzing – and for me, they were. Discussing the impact these situations were having on my life with Dr. Hanline was something that I did not want to do – something that I did not do for a very long time. There then came a time in the progress of my program that I could no longer avoid the discussion. I had come to the point that I thought I would be dropped from the program because of my lack of progress. Instead, Dr. Hanline listened. She listened and she didn’t judge. She listened and she asked how she could help. Throughout the rest of my program, Dr. Hanline was able to give me the right amount of encouragement, space, prodding, time, advice, and support that I needed to be successful. Professionally, when I think of the kind of professor I want to be in the next phase of my academic journey, I can say without hesitation that I want to exhibit the characteristics of a iv successful researcher and educator of future teachers just like Dr. Hanline. Her knowledge of the field, engaging classroom content delivery, rigorous yet attainable expectations, and professional but still personable disposition with students and colleagues alike are all qualities that I aspire to develop. However, even more, I want to be the kind of person that Dr. Hanline has shown herself to be to me on a personal level in so many ways. So, when I say that without her support this dissertation would not have been possible, it means much more than words on a page can ever express. Thank you, Dr. Hanline. Dr. Ithel Jones, Dr. Motoko Akiba, and Dr. Kelly Whalon each contributed to my growth and success here at Florida State University as well, both collectively and individually, in ways that are innumerable. Dr. Jones, thank you for your encouragement and help throughout these past four years. Your knowledge in the field of early childhood education and approachable disposition were vital to my success here. I will always consider you as one of my primary mentors. Dr. Akiba, your level of knowledge, expertise, and professional disposition have impacted me greatly and are all worthy goals for me as I enter the profession of higher education. Finally, Dr. Whalon, thank you for everything. You have taught me so many lessons about the type of professor and researcher that I want to be. I will always look to you as one of my mentors (and friends) that made a huge impact on my professional and personal journey while here at FSU. I couldn’t have picked a more knowledgeable, helpful, and supportive group to guide me through this journey. Thank you to each of you from the bottom of my heart. There are others here at Florida State that have made an impact on my time here as well that I will never forget. Dr. Lindsay Dennis, Lisa Fernbach, Mickey Damelio, Dr. Sandy Lewis, Dr. Greg Taylor, and Dr. Sarah Ivy have all in their individual ways impacted my life in such v positive and supportive ways. Thank you to each of you for your support and contribution to my life journey. The road to a Ph.D. is never taken alone. There have been a few people who have experienced this journey alongside me . through celebrations, frustrations, laughter, tears, toasts, struggles, secrets, and so much more. We met as classmates and leave as friends forever. Thank you to Lakeshia, Youn ah, Traci, Martin, and Leah. You all are everything to me. Finally, Mrs. Nancy Jernigan, thank you for keeping the candles burning. I love you. vi TABLE OF CONTENTS List of Tables ................................................................................................................................. ix Abstract .......................................................................................................................................... xi 1. INTRODUCTION ......................................................................................................................1 Statement of the Problem ............................................................................................................2 Purpose and Significance of the Study........................................................................................4 Conceptual Framework ...............................................................................................................5 Research Questions .....................................................................................................................9 Personal Bias .............................................................................................................................10 Definition of Terms ...................................................................................................................12 2. REVIEW OF THE LITERATURE ...........................................................................................13 Social Justice .............................................................................................................................14 Changing Demographics ...........................................................................................................16 Characteristics and Development ..............................................................................................18 Homophobia ..............................................................................................................................21 Homophobia in Schools ............................................................................................................24 Teachers’ Beliefs, Attitudes, and Behaviors .............................................................................25 Summary ...................................................................................................................................30 Purpose of the Study .................................................................................................................34 3. METHODS ...............................................................................................................................35 Participants ................................................................................................................................37 Pilot Study .................................................................................................................................41 Instrumentation .........................................................................................................................42 Data Collection Method ............................................................................................................47 Data Analysis ............................................................................................................................49 Summary ...................................................................................................................................50 4. RESULTS ................................................................................................................................52 Research Question 1 ..................................................................................................................52 Research Question 2 ..................................................................................................................56 Research Question 3 ..................................................................................................................66
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