Ed.D. Student Earns Research Award for Project on LGBTQ+ Affirming Curriculum in K-12 Schools

Sean Klippel is an educator and a member of the LGBTQ+ community who was recently honored for his research as part of Rockhurst's Doctorate in Education program. Klippel's project, "How K-12 Teachers Perceive a State Bill and LGBTQ+ Affirming Curriculum," earned him a Rockhurst Outstanding Research Award (RORA) as part of the University's Festival of Student Achievement. 

In the following Q & A, Klippel explains why he's passionate about the project, as well as why it's so important now:

How did you choose this topic?

Great research happens when the researcher focuses on a topic they are passionate about and one that fills a gap in existing literature. In January 2021, Missouri House Representative Martha Stevens introduced MO House Bill 655 that would allow school districts in the state of Missouri to teach students information on the roles and contributions of lesbian, gay, bisexual, and transgender people in the history of the United States, specifically those that are prerequisites to promoting acceptance and diversity and to understanding contemporary society and culture, including literature, art, music, and public policy. While legislature and education leaders can encourage the inclusion of the LGBTQ+ in classroom curriculum, teachers are the gatekeepers to the curriculum they teach and so their perception is essential to any kind of reform. While there is existing research regarding teacher perceptions and experiences in coastal regions of the country that have legislation supportive of LGBTQ+ affirming curriculum, little is known about perceptions of teachers in Midwest states. As a member of the LGBTQ+ community, and as an educator, “How Social Identities Affect Teacher Perceptions of a State Bill and LGBTQ+ Affirming Curriculum'' became the focus of my research.

Why is it important to you?

Growing up as a queer child, I saw nearly no representation of my community in history, education, or even really in daily life. Not seeing your identity represented, especially in spaces of learning, is invalidating to much of one's existence – and perpetuates erasure and fear of and around the LGBTQ+ community. Deciding what is taught is the same as stating what is important, conversely not being taught about the LGBTQ+ community indicates we are not important. In reality, contributions and stories of the LGBTQ+ community are critical to the fabric of our country, and positive representation of the LGBTQ+ community in K-12 curriculum not only educates young people about the contributions of our community but also encourages safe spaces for all students. Schools with curricula affirming of the LGBTQ+ community have lower rates of harassment and violence toward LGBTQ+ students. As an educator, this is my contribution to the fight for equality.

What challenges and/or positive moments occurred during the course of your research?

Missouri House Bill 655 will allow schools in Missouri to teach curricula affirming of the LGBTQ+ community. This legislation could potentially impact all teachers and education leaders in the state. Though every attempt was made to include the voices of teachers from all districts in the state, response from rural communities was very limited. Secondly, of those who voiced their disagreement with the inclusion of the LGBTQ+ in K-12 curricula, none agreed to follow-up interviews. Without these voices, the data is not as balanced as I would like. 

In addition, there is a misconception that LGBTQ+ affirming curriculum means teaching about sex and sexual relationships. Therefore, teachers perceive that LGBTQ+ affirming curriculum is inappropriate for elementary-age learners. LGBTQ+ affirming curriculum refers to teaching students information on the roles and contributions of the LGBT people in the history of the United States. It does not include sexual health or human sexuality.

There are a number of standout, positive moments during the course of the research. What is most fascinating to me are the ways individuals' unique funds of knowledge affect and guide people's perceptions. People are complex, cultural, and academic beings with unique experiences that shape their views of the world. The research reflects that. It is also interesting to hear about misconceptions teachers have about what curriculum affirming of the LGBTQ+ community means and the ways teachers are already successfully affirming the LGBTQ+ community in their classrooms.

What are the projected outcomes or actions you’d like to see happen?

The majority of teacher participants agreed that students should be taught about the contributions of the LGBTQ+ community. However, there is a lack of knowledge, resources, and professional development available.

I would, of course, like to see my work published. As it is important that K-12 curricula be affirming of the LBGTQ+ community, it is important to celebrate and validate LGBTQ+ work at all levels. Dr. Guler, Director of the Ed.D program at Rockhurst, often says, that while we would like it to, “you will not save the world with your research.” Research is like adding one small puzzle piece to a developing picture. There are many other pieces of the puzzle I would like to add, individually or in collaboration with other researchers and writers. Finally, I hope my research can be used to include the voice of teachers in deciding on legislation that will impact their craft.

How have your RU faculty supported you in this research?

When I discovered Rockhurst was developing an Ed.D program, a supportive faculty was a key factor for my application. Having completed my M.Ed from Rockhurst University in 2018, I knew firsthand the exceptional level of support that is given by faculty to the students. Considering a research topic that some would consider controversial felt like a risk. However, all of my professors have found ways to not only mention but celebrate diverse populations and cultures including the LGBTQ+ community in their courses. For that, I am very grateful. I would be remiss not to mention all of the support I have received from Dr. Guler. In addition to offering academic and scholarly resources and support, Dr. Guler inspires, motivates, and affirms me that my research is valuable and important.