Date of Graduation

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Policy, Planning, and Administration

Committee Chairperson

Kathleen Riley, PhD

Committee Member

Benjamin Brumley, PhD

Committee Member

Simon Ruchti, PhD

Abstract

Research Design: Research shows a lack of LGBTQ+ instruction in teacher preparation programs. This social justice mixed methods study evaluates effectiveness of participatory theatre for increasing confidence in preservice teachers. Research Questions: RQ 1: How does student self-rating of confidence change after participatory theatre experiences that examine issues concerning LGBTQ+ individuals and materials? RQ 2: What do preservice teachers’ writing, sketching, and discussion about their participatory theatre experience reveal about their evolving confidence regarding LGBTQ+ individuals and issues? RQ 3: What do the instructor’s experiences and reflections reveal about the effectiveness ofparticipatory theatre pedagogy to increase confidence in preservice teachers regarding LGBTQ+ individuals and issues? RQ 4: What do the student experiences and self-rating of confidence regarding LGBTQ+ situations combine to reveal about participatory theatre pedagogy? Thematic Framework: The researcher analyzes data through the lens of critical pedagogy. Data Gathering: Participants take a pre- and post-instruction survey, rating confidence in classroom situations. Participants engage in participatory theatre exercises, embodying LGBTQ+ school-based scenarios. The researcher gathers photographs, drawings, and writing, while keeping a practitioner journal. Analytic Strategy: The researcher uses SPSS for descriptive and inferential statistics to examine quantitative data. For qualitative data, the researcher uses thematic analysis, arts-based analytic tools, and visual rhetorical analysis. Sample Size: The participants are 23 students enrolled in 2 undergraduate methods courses at a mid-size Mid-Atlantic university. Results: There is statistically significant increase in confidence of preservice teachers after instruction using participatory theatre to embody situations involving LGBTQ+ students and issues.

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