Hidden, Invisible, Marginalized, Ignored: A Critical Review of the Professional and Empirical Literature (or Lack Thereof) on Gay and Lesbian Teachers in the United States

Duke, Thomas Scott

doi:10.1300/j367v04n04_03

Cited by 19 publications

(9 citation statements)

References 19 publications

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“…Although there is a dearth of research on the experiences of gay and lesbian educators (Duke 2008), some international research has been concerned with LGBTQI teachers' experiences of their school environments. In the U.S., Griffin (1992) noted that fewer that ten studies had focused on the experiences of LG educators.…”

Section: Lgbtqi Teachersmentioning

confidence: 99%

Lesbian and gay teachers’ experiences of ‘coming out’ in Irish schools

Neary

2013

British Journal of Sociology of Education

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Section: Lgbtqi Teachersmentioning

confidence: 99%

Lesbian and gay teachers’ experiences of ‘coming out’ in Irish schools

Neary

2013

British Journal of Sociology of Education

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“…It concluded with an invitation to any interested parties to make contact with the author by email with a view to taking part in an academic study. However, perhaps reflective of the level of fear/discomfort which sometimes surrounds the topic of LGB teachers (Duke, 2007), only eight individuals replied. Therefore, in order to augment the sample size, a purposeful sampling procedure was employed (Mertens, 2010).…”

Section: Methodsmentioning

confidence: 99%

‘Spectacularly exposed and vulnerable’ – how Irish equality legislation subverted the personal and professional security of lesbian, gay and bisexual teachers

Fahie

2016

Sexualities

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International studies have consistently highlighted the challenges experienced by Lesbian, Gay and Bisexual (LGB) teachers from around the world as they negotiate their personal and professional identities within the context of an oftenhostile work environment, In Ireland, the education system remains heavily influenced by denominational mores, particularly those of the Roman Catholic Church. Unsurprisingly, with the declaration by the Roman Catholic Church that homosexuality was 'intrinsically disordered' (Catechism of the Roman Catholic Church, 2003), LGB teachers' professional identity is often (in)formed by fear as well as perceived, or actual, harassment, bullying and overt discrimination. This study represents the first in-depth examination of the apparent contradiction between EU law (Employment Equality Directive -2000/78/EC) and the derogation afforded organizations with denominational ethos in Irish equality legislation which explicitly permitted discrimination in order to protect that ethos from being 'undermined' (Section 37(1), Employment Equality Acts, 1998-2011). Drawing on semi-structured, in-depth interviews with twenty-three, LGB Irish primary school teachers, the research reveals the tensions which exist between the competing (and legitimate) rights of faith organizations to protect their values against those of LGB workers 'to working conditions which respect his or her health, safety and dignity' (Article 31, EU Charter of Fundamental Rights).. Keywords

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“…Although the research on the experiences of LGTBIQ+ teachers is limited (Duke 2008, Neary 2013, 2017, there is a small but growing body of literature concerned with LGTBIQ+ teachers' experiences. So, in the US the research had mainly focused on how LGB teachers negotiate their identity in the school context (Griffin 1992).…”

Section: Sexuality and Educationmentioning

confidence: 99%

Discursive Practices of Gender and Teaching: A Case Study From Greece

Papanastasiou¹

2020

IJoTE

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The paper discusses how a primary education teacher who identified himself as gay, enacts, resists and reproduces dominant understandings of gender and sexuality in terms of his own identity and practice in Greece, which is a very conservative and, sometimes, hostile country towards those who do not conform to heteronormativity. The discussion is based on a social constructionist analysis of a semi-structured interview. It provides the readers with interesting stimulating data and can be the starting point of an interesting conversation about the potential struggles that LGTBIQ+ teachers and LGTBIQ+ people in general face in Greece. It is part of a larger research project regarding gender and educational leadership in Greece.

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Hidden, Invisible, Marginalized, Ignored: A Critical Review of the Professional and Empirical Literature (or Lack Thereof) on Gay and Lesbian Teachers in the United States

Cited by 19 publications

References 19 publications

Lesbian and gay teachers’ experiences of ‘coming out’ in Irish schools

Lesbian and gay teachers’ experiences of ‘coming out’ in Irish schools

‘Spectacularly exposed and vulnerable’ – how Irish equality legislation subverted the personal and professional security of lesbian, gay and bisexual teachers

Discursive Practices of Gender and Teaching: A Case Study From Greece

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