Can gay and lesbian educators form authentic relationships in their school communities?

Hooker, Steven D.

doi:10.1177/1746197918760223

Cited by 7 publications

(9 citation statements)

References 23 publications

(37 reference statements)

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“…In managing this, LGB teachers adopt a spectrum of approaches in disclosing or 'coming out' at school and their everyday negotiations are a messy mix of transgressing boundaries and reproducing normativity (Neary, 2017a;Neary et al, 2016;Ferfolja, 2008;Brockenborough, 2012). Such ambivalences play out in LGB teachers' attempts to maintain professional legitimacy (Ferfolja, 2014;Rudoe, 2010;Neary, 2017a;Neary, 2017b) and successfully negotiate relationships while being a role model for students (Neary, 2017b;Hooker, 2019;Russell, 2010;Hardie, 2012;Connell, 2015;Ferfolja, 2007a;Wells, 2017;Neary, 2013;Khayatt, 1997;Mayo, 2014).…”

Section: The Ambivalences Of Navigating School Life and The Promise O...mentioning

confidence: 99%

LGB teachers and the (Com)Promised conditions of legislative change

Neary¹

2023

LGBTIQ+ Teachers

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The personal/professional boundary poses particular difficulties for LGB teachers because of the pervasive presumption of heterosexuality. Furthermore, the teaching profession's concern with the care of children combines with reductive ideas about sexuality and gender identity to pose specific vulnerabilities for LGB teachers. In many contexts worldwide, legislative structures such as Civil Partnership and Marriage Equality are being introduced and this is changing the terms of recognition for LGB teachers. At the same time, deficiencies and ambiguities persist in employment legislation, often through religious exemptions that pose specific threats to LGB teachers. For many LGB teachers who enter into a legal structure such as marriage, these legislative gaps suddenly become more threatening. This paper makes a new and timely contribution by capturing how, across a seven year time period in Ireland, LGB teachers have experienced three legislative moments -'Civil Partnership', 'Marriage Equality' and the amendment of religious exemption 37.1 of the Employment Equality Act.Building from an analysis of three qualitative studies (2012, 2015 and 2018), this paper attends to some of the compromised conditions of legislative change and argues for closer attention to the micro-political texture of gender and sexuality in education contexts.

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Section: The Ambivalences Of Navigating School Life and The Promise O...mentioning

confidence: 99%

LGB teachers and the (Com)Promised conditions of legislative change

Neary¹

2023

LGBTIQ+ Teachers

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“…Meanwhile, Gonzales (2020) emphasizes that LGBT policies and laws largely must be enacted to eradicate discrimination and bullying cases at school. Teacher-training programs need to be strengthened to educate learners about their responsibilities as future citizens who are aware of the rights of all, including sexual minorities, and are accepted in emergent school-based educational research as a crucial intervention to enable good citizenship (Hooker, 2018). Furthermore, Reyes et al (2016) concluded that the support of parents has significant roles in the lives of LGBT individuals.…”

Section: Theoretical Reviewmentioning

confidence: 99%

Identities and Roles of Gay and Bisexual Teachers in Rural Philippines

Añonuevo

Digo

2023

EAJMR

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This study utilized a descriptive exploratory approach to explore the identities and roles of gay and bisexual teachers in their workplace. The ten informants were purposively chosen. Interviews, focus group discussions, and direct and participant observation were the data-gathering procedures employed in the study. To dig deeper into their identities and roles, thematic analysis was used. The study revealed that the profile of gay and bisexual teachers varied from one another. Further, the informants identify with their preferred gender identities and characterize their roles and duties as teachers who are committed, competent, creative, and compliant. Training and seminars on gender mainstreaming issues may be strengthened to foster gender-responsive schools toward safe and inclusive spaces for LGBT teachers.

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“…The remaining studies reviewed in this cluster focused on the lived experience of students (Aldana, 2016;Candal & Glenn, 2012;LeBlanc, 2015LeBlanc, , 2017Merritt, 2008;Neugebauer & Blair, 2020), parents/families (Joseph et al, 2017), and faculty/ staff (Burns, 2019;Hooker, 2019) in urban Catholic schools. These studies provided some evidence about how urban Catholic school stakeholders perceived the effectiveness and quality of these schools for particular communities.…”

Section: Perceptions Of Students Parents and Staff In Urban Catholic Schoolsmentioning

confidence: 99%

Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review

et al. 2021

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Research conducted in the twentieth century found urban Catholic schools in the U.S. had a legacy of providing high quality educational opportunities for low-income students and students of color. In an era of declining Catholic school enrollments, urban Catholic school advocates have argued that urban Catholic school closures would deny these students one of the best educational opportunities available to them. However, there have been few attempts in recent years to synthesize research in, on, and about urban Catholic schools to see if the sector's historical legacy is still present. In this article, we systematically reviewed 80 recently published empirical research studies focused at some level on the effects, operations, and reforms currently present in urban Catholic education. We found that while positive effects of urban Catholic schools on student outcomes can still be identified, these effects are not consistently present in all urban Catholic schools and there is little evidence to suggest that the sector as a whole has enacted the social justice mission for which it is best known. In light of these findings, we conclude our review with suggestions for future research that connects urban Catholic schooling to contemporary issues present across all U.S. urban education.

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Can gay and lesbian educators form authentic relationships in their school communities?

Cited by 7 publications

References 23 publications

LGB teachers and the (Com)Promised conditions of legislative change

LGB teachers and the (Com)Promised conditions of legislative change

Identities and Roles of Gay and Bisexual Teachers in Rural Philippines

Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review

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