This qualitative study explores the ways in which lesbian and gay educators negotiate their sexual identities in their school settings. Ten gay and lesbian public and Catholic school educators from rural, suburban, and urban schools were interviewed. Each of these educators negotiated their sexual identities differently within their school communities; however, descriptors such as age, experience level, and school setting did not affect their identity negotiation. Most of these educators were unable to integrate their sexual identity with their teacher identity due to various types of fear: fear of being fired, fear of entering the teaching profession, fear of being outed and facing harassment and isolation, and fear of undermining authenticity.
The purpose of this study was to determine how gay and lesbian teachers who are out or closeted form and maintain relationships with members of their school community. A total of 11 gay and lesbian public and Catholic school educators from rural, suburban, and urban schools were interviewed. Each of these educators negotiated their sexual identities differently within their school communities, allowing them to form or not form relationships with colleagues, students, and parents. Descriptors such as age, experience level, and school setting, however, did not affect how open they were to establish authentic relationships with others in their schools. Most of these educators were unable to negotiate their sexual identity with their teacher identity due to fear of being authentic due to possible harassment and even being fired, keeping them from forming any meaningful relationships in their workplace settings. This study does, however, have strong implications toward developing policies that are inclusive for all lesbian and gay members of the school community.
A school is where individuals go to learn regardless of their ethnicity, physical appearance, physical and/or mental abilities, gender, or sexual orientation. The lesbian, gay, bisexual, transgender, and questioning (LGBTQ) population of students generally face discrimination and/or misunderstanding in diverse groups of students. This chapter is designed to help educators better recognize this group of individuals and to ensure their right to a safe learning environment. Additionally, this chapter includes advice for educators to help students better understand personal sharing in the digital world, in dealing with and preventing cyberbullying, and with creating digital safe spaces for everyone, including LGBTQ students. Advice for preventing and dealing with cyberbullying is also included for administrators, parents, and students.
This qualitative study explored the ways in which lesbian and gay educators, in the Midwest part of the country, negotiate their sexual identities in their school settings. Ten gay and lesbian public and Catholic school educators from rural, suburban, and urban schools were interviewed. The purpose of this study was to determine how gay and lesbian teachers negotiate their identities and how those negotiated identities affect their relationships in their school communities. Four gay and lesbian teachers and two gay administrators from public schools were interviewed about their experiences in their school settings. Additionally, a focus group of five Catholic school educators, from two different schools, was conducted. Each of these educators negotiated their sexual identities differently within their school communities; however, descriptors such as age, experience level, and school setting did not affect their identity negotiation. Most of these educators were unable to negotiate their sexual identity with their teacher identity due to fear of intimidation and discrimination, or being fired. The only exceptions being when they cautiously negotiated their sexual identities with a few of their colleagues. This raises questions about school policy and school culture for the inclusion of gay and lesbian individuals in schools.
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