Adding a Course about LGBTQ+ Families to Family Science Curriculum

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dc.contributor.authorHumble, A. M.
dc.date.accessioned2025-12-16T21:06:19Z
dc.date.available2025-12-16T21:06:19Z
dc.date.issued2025
dc.description.abstractThis article explains why a full course on LGBTQ+ (lesbian, gay, bisexual, transgender, queer, plus) families is needed for family science curriculum instead of incorporating small amounts of LGBTQ+ family content into preexisting courses. It also describes the development of a feminist-informed online, hybrid undergraduate course focusing on LGBTQ+ families, which was reviewed by members of the queer community during development and at completion. Most of the required reading consisted of three books providing first-hand accounts of LGBTQ+ family experiences, whereas class content focused on scholarly work. Many classes also involved prerecorded interviews with LGBTQ+ individuals and practitioners working with LGBTQ+ families. A reflective exercise related to the assigned books and a final learnings paper connected to the scholarly work are briefly described. Two appendices are provided: the first provides more information about the course assignments, and the second is a rubric for the final learnings paper. Full text access: https://doi.org/10.26536/GGCZ4190
dc.identifier.citationHumble, A. M. (2025). Adding a course about LGBTQ+ families to family science curriculum. Family Science Review, 29(1), 1–17. https://doi.org/10.26536/GGCZ4190
dc.identifier.otherhttps://doi.org/10.26536/GGCZ4190
dc.identifier.urihttps://ec.msvu.ca/handle/10587/2371
dc.language.isoen
dc.publisherFamily Science Review
dc.titleAdding a Course about LGBTQ+ Families to Family Science Curriculum
dc.typeArticle
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