“They Think I Am a Pervert:” A Qualitative Analysis of Lesbian and Gay Teachers' Experiences With Stress at School

Abstract

Consensual Qualitative Research was used to develop a framework for understanding the demands faced by lesbian and gay (LG) teachers as a function of the interaction between sexual identity and professional context, including resources used in combatting those demands. Data sources included two interviews each with 11 teachers who each identified as lesbian or gay. Overall, the participants identified a far greater diversity of demands than resources/coping strategies. This speaks to the main finding, which indicates that neither remaining closeted nor being open about sexual orientation protected teachers from a variety of workplace demands explicitly tied to sexual orientation. Findings are discussed within the context of literature on minority stress, the transactional model of stress, and coping strategies. The present study adds to the literature on the types of demands and resources that are unique to LG individuals by highlighting specific interactions between sexual identity management and the v workplace. Additionally, the study contributes to the body of work on teacher stress by providing a framework for how elements of identity that do not directly relate to teaching can influence the demands experienced by teachers. Implications for supporting LG teachers and making their school environments less stressful are discussed.vi

How do Lesbian, Gay and Bisexual Teachers Experience UK Rural School Communities?

“…Whether an LGBT teacher decides to come out or remain silent may have an important impact on their career and promotional opportunities. Lineback et al (2016) found that the teachers in their study tried to remain as invisible as possible so as to not draw attention to themselves, acknowledging that this strategy was not conducive to job promotion. Fahie (2016) too found that participants in his study avoided opportunities for promotion, as to do so would 'increase their professional profile and raise their level of visibility within the local community' (p. 402).…”

Tales From the Chalkface: Using Narratives to Explore Agency, Resilience, and Identity of Gay Teachers

“…The recognition of same-sex relationships in the United States has increased, though many individuals with LGBTQ+ identities continue to face discrimination (Lineback et al, 2016). Despite this societal tolerance, research has demonstrated that some schools in the US provide discriminatory environments for lesbian and gay individuals and that teaching is one of the most homophobic professions in parts of the US (DeLeon and Brunner, 2013;Lineback et al, 2016).…”

“…The recognition of same-sex relationships in the United States has increased, though many individuals with LGBTQ+ identities continue to face discrimination (Lineback et al, 2016). Despite this societal tolerance, research has demonstrated that some schools in the US provide discriminatory environments for lesbian and gay individuals and that teaching is one of the most homophobic professions in parts of the US (DeLeon and Brunner, 2013;Lineback et al, 2016). According to DeLeon and Brunner (2013), attempts have even been made to exclude LGBTQ+ teachers from the profession to lessen the risks of sexual abuse, pedophilia, molestation, and the recruitment of children into queer lifestyles (Jackson, 2007;Mayo, 2008;Lineback et al, 2016).…”

“…Despite this societal tolerance, research has demonstrated that some schools in the US provide discriminatory environments for lesbian and gay individuals and that teaching is one of the most homophobic professions in parts of the US (DeLeon and Brunner, 2013;Lineback et al, 2016). According to DeLeon and Brunner (2013), attempts have even been made to exclude LGBTQ+ teachers from the profession to lessen the risks of sexual abuse, pedophilia, molestation, and the recruitment of children into queer lifestyles (Jackson, 2007;Mayo, 2008;Lineback et al, 2016). Individuals with discriminatory views have accused LGBTQ+ teachers in the US of attempting to influence students' identities and this illustrates the problematic and homophobic school cultures which some teachers in the US are exposed to Jackson (2007).…”

The impact of work stress on sexual minority employees: Could psychological flexibility be a helpful solution?

“…These stressful interactions can then lead to psychological, behavioural, and physical problems. For example, stress at work for sexual minority employees has been linked to burnout, self‐stigmatization, fear of discrimination, and work‐family conflict (e.g., Lineback, Allender, Gaines, McCarthy, & Butler, ; Rostosky & Riggle, ; Sawyer, Thoroughgood, & Ladge, ).…”