Dissertations / Theses on the topic 'Lesbian teachers'
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Giovanini, Heather Anderson Karen Ann. "An analysis of gay/lesbian instructor identity in the classroom." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6106.
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Clarke, Gillian Margaret. "Voices from the margins : lesbian teachers in physical education." Thesis, Leeds Beckett University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264711.
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Gibbons, Cathy. "Psychosocial paradoxes for lesbian teachers : a family systems analysis." Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415782.
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Singer, Sonya E. "Voices from the margins, lesbian teachers in Nova Scotia's schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37836.pdf.
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Reed, Delanna. "The Balance of Public and Private Identities for Lesbian Teachers." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1292.
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Reed, Delanna. "Telling Lesbian Teacher’s Stories through Performance Ethnography." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1290.
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Sykes, Heather Jane. "Teaching bodies, learning desires feminist-poststructural life histories of heterosexual and lesbian physical education teachers in western Canada /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ34632.pdf.
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Giovanini, Heather. "An Analysis of Gay/Lesbian Instructor Identity in the Classroom." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6106/.
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In this project I explore the connection between cultural and personal identity in the college classroom. Respondent interviews were conducted using open-ended questions, which began with a broad picture of the role the instructor played in the classroom and then focused more specifically on the issue of sexual orientation and the choices to disclose or not disclose orientation in the classroom. Thematic analysis was used to examine the interviews, upon the completion of the interviews being transcribed. RQ1: Do gay and lesbian instructors disclose their sexual orientation in the classroom? From this question, four themes emerged. These themes were disclosure not relevant, out of the classroom disclosure, students just know, and disclosure in the classroom. RQ2: What reasons do gay and lesbian instructors give for disclosing their sexual orientation in the classroom? Two themes, fears of disclosure and holding back, transpired from this question. RQ3: How do gay and lesbian instructors foster diversity in the classroom related to sexual orientation? Four themes were exposed from the question, and these themes were paradox of diversity, passing, mentoring, and identity not sexuality.
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Laxton, Kerry Lesley. "Trainee teachers and lesbian, gay, bisexual and transgender issues in education." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021597/.
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This research explores the attitudes of a group of Postgraduate Certificate in Education citizenship student teachers in London in 2012 towards lesbian, gay, bisexual and transgender (LGBT) issues in education; their own perceptions of their abilities to deal with LGBT education within schools; the training they have received from their teacher training institutions in this area; and how this training may be improved in the future. The research was carried out using a written response questionnaire and five vignette scenarios to which the trainees had to respond. The findings are discussed under themes including the awareness of LGBT legislation in education; preparedness for, confidence in and the importance of LGBT education; and teacher training in this area. References to legislation from 1967 to 2013, including the Equality Act 2010, are made, and Banks‟s (2004) Dimensions of Multicultural Education model is drawn upon to suggest possible developments in teacher training in this area. The research finds that the trainee teachers have a strong sense of commitment and genuine determination towards addressing issues of homophobia and they express the importance of equality within schools on this issue. However, many also feel unprepared in regard to their knowledge and the strategies they can use when approaching some LGBT issues, expressing anxieties in certain situations, especially those which cannot be easily planned for, such as delivering the topic within lessons. The research therefore argues for improvements in LGBT training for postgraduate students as they prepare to enter the profession.
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Hoffman, Jennifer D. "Teachers' perceptions on including gay and lesbian issues in the classroom." Connect to this title online, 2001. http://www.uwstout.edu/lib/thesis/2001/2001hoffmanj.pdf.
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Reed, Delanna. "A Round Peg in a Square Hole: Lesbian Teachers Fitting In." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1288.
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Reed, Delanna. "A Round Peg in a Square Hole: Lesbian Teachers Fitting In." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1279.
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Her show, “A Round Peg in a Square Hole: Lesbian Teachers Fitting In,” is the culmination of her dissertation research in which she studied the impact of heterosexism on eleven K-12 lesbian teachers in public and private life. In this performance ethnography, she tells stories that reveal the cultural intermingling of family, community, and work to shape their identities as lesbians and teachers, divulging ways they succumb to and resist heteronormative society.
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Hebl, Jessica L. "A study of teachers' attitudes toward gay, lesbian, bi-sexual, and transgender issues." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000heblj.pdf.
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Morgan, Daniel J. "Knowledge and attitudes of preservice teachers towards students who are gay, lesbian, bisexual, or transgendered." Thesis, Connect to this title online, 2003. http://www.library.unt.edu/theses/open/20033/morgan%5Fdaniel/index.htm.
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McKenna, Tarquam. "Heteronormativity and rituals of difference for gay and lesbian educators." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0129.
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This research provides an ethnographic and phenomenological study of how lesbian and gay educators in Western Australia employed adaptive rituals of conformity and nonconformity within their educational culture. This thesis depended on these educators telling their own story and it became a more complex study of their perception of and adaptation to homophobic distancing and repression. Through private interviews and collaboration with the co-participants in the research the study makes sense of the roles lesbian and gay educators enact in the educational culture in Western Australia around the time of Law Reform in 2002. The study is not an historical account but presents data from a specific historical context as a contribution to knowledge of how lesbian and gay educators view themselves and construct themselves in educational settings. The stories of everyday experience of Western Australian lesbian and gay educators present layers of gestured meanings, symbolic processes, cultural codes and contested sexuality and gender ideologies thereby reconstructing the reality of lesbian and gay educators. The research provides a range of embodied narratives and distinctive counter-narratives experienced by this group of educators in Western Australia. The study demonstrates that there are social practices in schooling that assist in the recognition and construction of their own gender identity even though the law in Western Australia at the time of writing, precluded the public promotion of lesbian and gay activities, and by association, silenced what many take to be their preferred mode of public behaviours. More importantly the study maps the extremely subtle processes involved in generating and expressing homophobia resulting in a sense of double invisibility, a constitutive silencing of personhood, which makes even the identification of rituals problematic. The very different stories reveal various interpretive strategies of belonging to the dominant homophobic culture, furthering our understanding of the contemporary identity formation issues of a hitherto invisible and silenced group of educators.
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Wardle, Michael Joseph. "The experiences of gay and lesbian teachers in secondary education : prejudice, acceptance, triumph." Thesis, University of Newcastle Upon Tyne, 2007. http://hdl.handle.net/10443/599.
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Twenty teachers who define as gay or lesbian in the North-east of England were interviewed in order to uncover their experiences, the effects which schools as institutions are having on individual teachers, and the moments when individual teachers have been able to have an effect on the institution. The study uses semi-structured interviews in order to gain an insight into the lives and experiences of gay secondary teachers; the interviews, although not a stratified sample due to the nature of the methodology adopted, include the perspectives of newly qualified teachers, middle managers and school leaders, including a head teacher. Both positive and negative experiences and themes emerged after structured analysis of the transcripts, underlining both differences in experience and the multi-faceted nature of the school environment. Emerging themes consider issues linked to coming out within the school context, issues of censorship, personal triumphs in addition to accounts of censorship and homophobia, consideration of teachers as role models, and thoughts on teaching and learning. Although respondents reported stories of problems when coming out, experiences of homophobia both from staff and in the classroom, and commented on issues when teaching and learning interface with homosexuality, the reality of the situation was often more complex than it first appeared.
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Nemard-Underwood, Kristina M. "Professional Identity Development among Black Lesbian Teachers within the Context of Their Sexual Orientation." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743488.
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In using the qualitative method of grounded theory, data was collected from 10 individuals who identified as Black, lesbian teachers from across the United States. The purpose of this grounded theory study was to generate an idea of a new model or refine an existing model that explained the process of developing career and professional identity. In-depth interviews were completed, via in-person and secure video-conferencing. Field observations with field notes and member checking were utilized as tools for maintaining the study’s validity. The core themes identified were (a) self-identity versus professional identity, (b) support, (c) trust, and (d) awareness. The subthemes were teachers versus school dynamics and honesty. These findings support the notion that Black lesbians were equipped as any teacher with the tools and knowledge to do their jobs just as effectively as their nonheterosexual counterparts. The findings also found that the more support this population received from their families and communities, there was a positive correlation between increased reports of career and life satisfaction, job efficiency, and productivity. With results from this research, these findings can further assist clinicians, work organizations, and educational policies in aiding to empower career success in Black, lesbian, teachers, their students, as well as other teachers who might be ethnically diverse or nonheterosexual.
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Mahaffey, Cynthia Jo. "Wearing the Rainbow Triangle: The Effect of Out Lesbian Teachers and Lesbian Teacher Subjectivities on Student Choice of Topics, Student Writing, and Student Subject Positions in the First-Year Composition Classroom." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1100110069.
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Banks, Jamye. "EVALUATING THE EFFECTIVENESS OF THREE INTERVENTIONS DESIGNED TO ENHANCE PRE-SERVICE TEACHERS’ ATTITUDES TOWARD SEXUAL MINORITIES." UKnowledge, 2014. http://uknowledge.uky.edu/edp_etds/23.
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Sexual minority students’ encounters with discrimination and harassment are increasing in school settings. Per the research, the discrimination and harassment they experience partly stems from teachers’ negative attitudes toward sexual minorities and a lack of understanding of the needs of these individuals, which can negatively impact students’ psychological well-being and create an unwelcoming environment (Dessel, 2010; Mudrey & Medina-Adams, 2006; Riggs, Rosenthal, & Smith-Bonahue, 2011). Teachers are responsible for ensuring a safe environment for students that promotes mental and physical health (Larrabee & Morehead, 20’10; Mudrey & Medina-Adams, 2006; Riggs et al., 2011). Therefore, it’s vital to determine ways to reduce teachers’ negative attitudes and increase their knowledge and empathy toward sexual minorities in order to enhance students’ well-being and create a supportive school atmosphere (Maddux, 1988). Although researchers have independently tested the effectiveness of intervention strategies (e.g., workshops, courses) designed to reduce negative attitudes, a comprehensive study to determine which one may be most successful in reducing negative attitudes, while enhancing knowledge and empathy, has yet to be conducted. The current study assessed the effects of three intervention strategies designed to reduce pre-service teachers’ negative attitudes, and increase their knowledge and empathy toward sexual minorities. Due to conservative religious beliefs being a main contributor to negative attitudes toward sexual minorities, this study also examined the impact of religious beliefs on participants’ responses to the interventions. Pre- and post-data were collected from 139 pre-service teachers enrolled in undergraduate educational psychology and teacher education courses at a Southeastern University. Students participated in one of three intervention strategies, a video documentary, a workshop, or regular classroom instruction. Results demonstrated that there were no significant differences between participants in the video, workshop, and control groups on attitudes, knowledge, or empathy from pre- to post-intervention. However, within group differences were found in the video and workshop interventions on certain aspects of attitudes, empathy, and knowledge. In addition, results illustrated that religious beliefs had an impact on participants’ knowledge and empathy towards sexual minorities. Contributions to the literature and implications of the findings are discussed as well as limitations and directions for future research.
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Melvin, Anette B. "“I Think I Don’t Have to Come Out at School to Do What Needs to be Done:” A Narrative Approach to Exploring the Lived Experiences of a Black Lesbian Educator and the Impact on Her Pedagogy." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1268242972.
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Freitas, Tatiana Carvalho de. "Professoras lésbicas na educação básica de São Paulo: rupturas e construção de visibilidades." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-06072018-093210/.
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O objetivo desta pesquisa de doutorado é compreender os distintos significados do que é ser uma professora lésbica no ambiente escolar. Trata-se de uma pesquisa de natureza qualitativa, e de perspectiva sociológica, que dialoga com estudos nacionais e internacionais já realizados sobre o tema, com base no debate sobre gênero, sexualidades e heteronormatividade. Foram entrevistadas seis professoras da rede pública (estadual ou municipal) de São Paulo, estando elas em atividade em três cidades: São Paulo, Diadema e Praia Grande. A partir de um roteiro semiestruturado, a pesquisa teve por objetivo compreender como essas docentes lidam com essa informação de suas vidas pessoais no ambiente escolar e quais seus principais obstáculos e medos. Os resultados da investigação mostram que, no lugar de uma invisibilidade suposta inicialmente, ganhou destaque a busca de uma visibilidade pedagógica, ou de uma tentativa consciente de construir uma possibilidade de existência legítima no ambiente escolar. Trata-se de um ser e estar na escola como docente que, por si só, traz uma aspiração e uma realização pedagógicas: a de construir uma visibilidade que garanta legitimidade para a existência lésbica.The purpose of this doctoral research is to understand the different meanings of being a lesbian teacher in the school environment. It is a qualitative research and, of a sociological perspective, it dialogues with national and international studies already carried out on the subject, based on the debate on gender, sexualities and heteronormativity. Six public school teachers (state or municipal) from São Paulo were interviewed while they were teaching in three cities: São Paulo, Diadema and Praia Grande. From a semi-structured script, the research aimed to understand how these teachers deal with this information of their personal lives in the school environment and what your obstacles and fears would be. The results of the research show that, instead of an invisibility, initially supposed, the search for a pedagogical visibility, or a conscious attempt to construct a legitimate possibility of existence in the school environment, was highlighted. Wich means that being in a school as a teatcher, brings, itself, a pedagogical aspiration and a accomplishment: building a visibility that guarantees legitimacy for the lesbian existence.
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Cooper, Kathleen Fleur. ""I just want to be who I am" : Exploring the barriers faced by lesbian early childhood teachers as they disrupt heteronormative practices in Aotearoa/New Zealand." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2015. http://hdl.handle.net/10092/10691.
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This thesis reports on a small scale qualitative research project located in Aotearoa/New Zealand. The objective of the research was to understand how lesbian teachers disrupt heteronormativity in early childhood settings.
The literature was reviewed nationally and internationally. It argues that heteronormativity is the main barrier preventing teachers speaking about lesbian and gay issues. Heteronormativity is a discourse that works to maintain heterosexual hegemony. As a result of this dominance, acceptance of lesbian and gay issues is still a contentious issue within Aotearoa/New Zealand early childhood settings. This study provided an opportunity for heteronormativity to be viewed solely from a lesbian teacher’s paradigm. My intention was to also examine the strategies that participants used to challenge heteronormative dominance. Participants negotiated risks to ensure that both children and adults were aware of the hegemonic view point enforced by heteronormativity. A feminist post-structuralist and queer theory paradigm was used to frame the analytical approach.
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Foy, Joelyn Katherine. "Understanding sexual prejudice among midwestern pre-service and in-service teachers." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18639.
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Doctor of PhilosophyDepartment of Curriculum and Instruction
Jeong Hee Kim
Sexual orientation is only one facet of diversity (Banks et al., 2005), but teacher preparation may not adequately address sexual prejudice (Lamb, 2013). Sexual prejudice arises when heterosexuality is assumed to be the default for all students. School environments reinforce heteronormativity (Dean, 2010; Foucault, 1990; Himmelstein & Bruckner, 2011) such that when hate speech or physical violence occur against the non-hetersexual or the transgender student, teachers may not be prepared to respond appropriately. Prejudice toward gender or sexually variant students may not be adequately addressed in teacher preparation to challenge the reproduction of heteronormativity in school environments. A mixed method approach was followed to address the beliefs and attitudes of pre-service (undergraduate) and in-service (graduate) teachers toward sexual minorities through an online survey and face-to-face interviews. Group means of the PREJUDICE scale for each independent variable were analyzed for statistical significance. The total variance of the PREJUDICE scale was accounted for by personal characteristics only (political, 38%; religious, 9%; non-heterosexual friends, 18%; and family members, 5%; participant sexual orientation, 8%; and finishing the survey, 6%). Neither demographic nor educational characteristics accounted for statistically significant differences in group means of the PREJUDICE scale. College-level coursework completed in multicultural education did not significantly account for any of the total variance in PREJUDICE scores. Significantly lower levels of sexual prejudice were associated with having non-heterosexual friends and family members or being non-heterosexual, and there were no significant effects from educational interventions. However, one-on-one interviews provided stories of direct experience with sexual minority youth in K-12 classrooms. A majority of qualitative participants had questioned their conservative backgrounds and the familial/societal messages they had received regarding gender and sexual variance. Their questioning was strengthened by having non-heterosexual friends and family members. In addition, several participants had worked directly with sexual minority youth in their own school buildings and classrooms. Had this study been limited to a survey, the lived experiences of these pre-service and in-service teachers would have been lost. Having friends and family members who are non-heterosexual transcended their socialization and facilitated their development as social justice allies.
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Healey, Norma M., and University of Lethbridge Faculty of Education. "Is curriculum in the closet? Instructors' perceptions about gay and lesbian content in Alberta university gender courses." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004, 2004. http://hdl.handle.net/10133/223.
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This study focuses on the nature of university instructors' beliefs and attitudes toward gay and lesbian content in the university Gender course curriculum. It was intended to provide a better understanding of factors such as academic freedom, societal influences, personal opinions, curriculum, and institutional influences that might affect attitudes and thus undermine the inclusion of discussion about Lesbian, Gay, Bisexual, and Transgender (LGBT) issues. Participants in the study were seven instructors from the faculties of Social Sciences, Faculty of Education, Applied Psychology, and Educational Psychology at the University of Alberta, the University of Calgary, and the University of Lethbridge, in the province of Alberta, Canada. The study revealed that although there was only a slight diversity of beliefs and attitudes about the topic among the participants, a majority of them felt positively toward inclusion of information in the university curricula.
the positive attitudes were expressed as a willingness to teach about the subject matter, and a belief that LGBT content should be integrated throughout the general curriculum. The implications and the challenges of incorporating LGBT issues into the curriculum were also discussed. Participants discuss that LGBT issues are not adequately represented in the curriculum, that there is a need for more public awareness and education about homosexuality, a need for greater inclusion of gay and lesbian issues in university programs, a desire for less marginalization of the LGBT topic, and a vow to provide more respect for LGBT persons.ix, 173 leaves ; 29 cm.
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Stockbridge, Kevin. "Queer Teachers in Catholic Schools: Cosmic Perceptions of an Easter People." Chapman University Digital Commons, 2017. https://digitalcommons.chapman.edu/ces_dissertations/17.
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Queer-teacher lives aren’t easy! They experience isolation and bifurcation of their lives on a daily basis. How much more difficult must life be for these teachers in the theologically heteronormative context of the Catholic school? Yet, these teachers remain educators in these institutions, sensing goodness in what they are doing and in the future of these schools. Inspired by this interesting reality of tension, this study asks two important questions. First, how do queer teachers understand their identities as constructed in a Catholic school? Secondly, it wants to know what action teachers will take when they have come to an answer about their constructed identities. This dissertation incorporates queer studies, liberation theology, and critical pedagogy into a bricolage theory to fully address the intersectional lives of its participants. With a methodological approach informed by the ethics of culturally responsive research, this participatory action research begins from a moment of dialogical praxis towards the hope of social engagement. Crafted as a retreat in which queer educators share their stories of working in these institutions, this unique research incorporates the participants into the analysis process as essential actors in understanding the meaning of their own lives. The study reveals the perceptions of queer teachers about the ways that schools make meaning of their role in the educational environment as well as how they make meaning of their lives. Three major themes, “doing queer,” “being queer,” and “enforcing queer” show that these teachers are part of a complex reality in which their identities and performances in Catholic schools are dictated by the pull and push of fear enforced x through many channels in the Catholic school. These themes also show that teachers are actively making new meaning about themselves and acting in ways that seek to dismantle oppression in their institutions. The study also reveals a vibrant spirituality which emerges from the daily experience of being queer in a Catholic school. Geared towards social justice, this spirituality invites us to reimagine that work for social justice may mean pushing into oppression through a paschal victimhood which transforms institutions fundamentally from within.
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Svensson, Tess Emma. "När lärare kommer ut ur garderoben : En intervjustudie med tre ickeheterosexuella lärare." Thesis, Konstfack, Institutionen för Bildpedagogik (BI), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-4733.
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Det här examensarbetet tar avstamp i metaforen ”att komma ut ur garderoben” och som blivande lärare intresserar jag mig för hur verksamma lärare som inte är heterosexuella väljer att agera i frågan om öppenhet. Syftet är att synliggöra ickeheterosexuella lärare genom att analysera och tolka tre lärares berättelser om sin yrkesvardag samt att diskutera resultatet ur ett didaktiskt perspektiv. Min empiri bestod av cirka 7 timmar videodokumenterade intervjuer med tre lärare från grundskola, gymnasium och vuxenutbildning. Som en del av intervjun tittade vi på min film, Garderoben, där jag undersökt garderobsmetaforen med min kropp. Filmen är även en del i min konstnärliga gestaltning. I uppsatsen finns också bilder från när jag använder min konstnärliga undersökningsmetod i ett klassrum med en garderob. Det här examensarbetet befinner sig i fältet för livsberättelseforskning och har en socialkonstruktionistisk ansats, samtidigt som jag menar att språket inte kan skiljas från det materiella, det kroppsliga. Min metod har varit temabaserade intervjuer. I uppsatsen presenteras delar av intervjuerna som poetiska narrativ, dels som en kollektiv biografi och dels som korta enskilda berättelser. Jag analyserar dessa med hjälp av queerteori och sexual difference-teori. Studiens resultat går i stort i linje med tidigare svensk forskning inom området, det vill säga att det inte är lätt att vara öppen med en ickenormativ sexualitet i svensk skola. Men min studie fördjupar och breddar fältet. Jag diskuterar även didaktiska konsekvenser. Avslutningsvis diskuterar jag vad som bör göras och sammanfattningsvis föreslår jag att detta är ett område som bör utforskas mer. Diskussionen om skolans normering genom läraren bör väcka större pedagogiskt intresse.This thesis begins with the metaphor "to come out of the closet". As a future teacher I am interested in how practicing teachers who are not heterosexual choose to act on the issue of openness. The purpose is to highlight non-heterosexual teachers by analyzing and interpreting three teachers' stories about their everyday professional life and discuss the results from a didactic perspective. My empirical data consisted of about seven hours of video documented interviews with three teachers from primary, secondary and adult education. As part of the interview we looked at my movie Garderoben (The Closet), where I examined the ”coming out of the closet”-metaphor bodily. The film is part of my artistic figuration. The thesis includes pictures which show how I test my artistic method of examination in a classroom with a wardrobe. This thesis belongs to the field of life story research and has a social constructionist approach, but I mean that language cannot be separated from the material. My method has been theme-based interviews and I presented parts of the interviews in form of poetic narratives – one collective biography and six individual short stories – which I analyzed using queer theory and sexual difference theory. My overall result is in line with previous Swedish research, namely that it is not easy to be open with a norm breaking sexuality in a school in Sweden. But my study deepens and stretches the field. I also discuss didactic consequences. In the final discussion, I discuss what should be done and come to the conclusion that this is an area that should be more explored. The discussion of the school's norms through the teacher should bring greater educational interest.
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Gray, Emily Margaret. "'Miss, are you bisexual?' : the (re)production of heteronormativity within schools and the negotiation of lesbian, gay and bisexual teachers' private and professional worlds." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551670.
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This research offers an analysis of the experiences of twenty people who identify as lesbian, gay or bisexual (LGB) and who are teachers within_their professional lives. It aims to illustrate the ways in which the continuing (re)production of heteronormative discursive practices impacts upon their lives both within the private and the professional realm. The research deploys a two-tier methodological framework in order to gain insights into the lives of LGB teachers, an often invisible social group. The research is underpinned by a theoretical framework which draws upon poststructuralist feminist/queer theories but which also is data, rather than theory, driven. School is the major site of analysis within this thesis and participants' reflections upon their own school days are put under the lens as well as the way in which they experience schools as teachers. As this research is concerned with the intersections between participants' private and professional lives it also offers an analysis of the process of becoming (Phelan, 1993), of the notion that one does not possess an inherent LGB identity, rather this is something one achieves through the recognition and adoption of certain social, cultural and aesthetic cues. The way in which LGB identities constitute an 'invisible presence' within schools is also explored throughout the thesis. The thesis addresses a gap in the literature on the experiences of LGB teachers and sheds new light on the ways in which location, community and subjectivity can impact upon the experiences of this social group.
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Noack, Kerry Wayne. "An assessment of the campus climate for gay, lesbian, bisexual and transgender persons as perceived by the faculty, staff and administration at Texas A&M University." Diss., Connect to this title online, 2004. http://handle.tamu.edu/1969.1/1046.
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Meireles, Ariane Celestino. "Políticas públicas sobre diversidade sexual na educação e vivências pedagógicas de professoras lésbicas na escola: notas sobre a cidade de Vitória." Universidade Federal do Espírito Santo, 2012. http://repositorio.ufes.br/handle/10/6535.
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Previous issue date: 2012-06-06Este trabalho dedica-se a investigar a dinâmica do debate sobre sexualidade, homofobia e temas correlatos nas escolas da Prefeitura Municipal de Vitória, a partir de depoimentos de professoras lésbicas e bissexuais que atuam na educação básica. Interessou compreender se a identidade sexual dessas professoras é elemento importante nesse contexto e investigar em quais instrumentos se materializam as políticas públicas em educação para a diversidade sexual na Prefeitura de Vitória e nacionalmente. A análise das subjetividades da construção do sujeito político lésbica ou bissexual a partir dos depoimentos das professoras participantes e das que se recusaram a participar evidenciou a ocultação da sexualidade não normativa para garantir o respeito profissional. Evidências de homofobia institucional problematizadas nos depoimentos apontaram que estudantes e professoras(es) são alvo de atitudes de preconceito por orientação sexual na escola, sugerindo insuficiente investimento da prefeitura e da Secretaria Municipal de Educação nas políticas públicas de diversidade sexual na educação. Os instrumentos nacionais analisados evidenciam tendência de promoção da educação sexual na perspectiva heterossexista, com ênfase na prevenção de gravidez e doenças sexualmente transmissíveis, omitindo tanto o debate sobre equidade de gênero e sexual, como a valorização de lésbicas, gays, bissexuais, travestis e transexuais. Destaca os instrumentos que abordam a diversidade sexual, cuja implementação é dificultada pela homofobia institucional. Propõe ações para promover políticas públicas de equidade de gênero e sexual na Secretaria Municipal de Educação de Vitória
The study investigates the dynamic of debate on sexuality, homophobia and related themes in the public schools of the County of Vitória, based on evidence of statements made by lesbian and bisexual female teachers who teach students belonging to the primary education up to the eighth year. The objective is to determine if the sexual identity of such female teachers is an important element in such context and to investigate which instruments materialize the public policy for sexual diversity in education, at the local level of the County of Vitória public school system, as well as at the national level. The analysis of subjectivities in the construction of the political lesbian and bisexual subject, based on the statements of the respondents who were willing to participate and on the refusal of others, brought evidence of the hiding of non-normative sexuality in order to secure professional respect. Evidence of institutional homophobia brought by the statements indicates that students and teachers, both female and male, are target of discrimination on basis of sexual orientation in the schools. Such evidence reveals the lack of investment by the County in the public policy for sexual diversity in education. The additional analysis of the instruments used at the national level suggest a trend towards promoting sexual education based on a heterosexual perspective, with emphasis on preventing pregnancy and sexually transmitted diseases, but lacking both the debate on gender and sexual equity and any attempt to enhance the social status of lesbians, gays and transsexuals. The study highlights the instruments which deal with sexual diversity, but whose implementation is hindered by institutional homophobia, and proposes actions to promote public policies directed to gender and sexual equity in the public school system of the County of Vitória
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Holliday, Michelle Lauren. "The Use of Anti-Bullying Policies to Protect LGBT Youth: Teacher and Administrator Perspectives on Policy Implementation." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2921.
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Although in recent years there has been increased attention on bullying prevention and bullying legislation in the United States, there is limited research on the implementation of anti-bullying policies. Moreover, few studies have addressed the use of anti-bullying policies to protect LGBT youth from bullying. The present study seeks to examine the role of anti-bullying policies as a means to protect against bullying based on perceived sexual orientation and gender identity. Qualitative interviews with high school teachers, administrators, and staff members within an urban school district in the United States were conducted to gain insight into how those charged with the task of protecting LGBT youth engage with their school and district policy in efforts to create a supportive environment for their students. In this study, I argue the following: 1) the policy structure, both in the language of the state law and district policy on bullying, created barriers for schools to implement the anti-bullying policy; 2) the barriers created by the policy structure limited teachers' ability to protect LGBT youth from bullying; and 3) despite the evident barriers, teachers found ways to create supportive classroom environments for their students. Results indicate that teachers are not knowledgeable of the contents of their school's anti-bullying policy, and have had limited exposure to the policy through training specific to their school's anti-bullying policy. Similar results occurred when teachers and administrators were questioned about their awareness of trainings specific to the prevention of bullying against LGBT youth, posing significant barriers to effective policy implementation. In addition, interview data suggests that although teachers lack the sufficient support in terms of training on the anti-bullying policy, there were multiple examples of teachers serving as advocates for LGBT youth in both their classrooms and in their schools more broadly. The displays of advocacy by teachers, in addition to the presence of district and school administrator support for LGBT students, serve as an example of how school districts can find ways to implement school policies, address bullying in their schools, and raise awareness for the unique experiences of LGBT youth in terms of bullying.
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French, Judith. "Support of marginalized students in science: An examination of successful lesbian individuals in science career paths." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249396616.
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Farmer, Laura Boyd, Janna L. Scarborough, and Rebekah J. Byrd. "Preparing School Counselors to Impact LGBGQ-Affirming Environments: A Systemic Approach." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1298.
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School counselors face challenges to providing optimal support to LGBTQ students who are at an increased risk for mental health and academic challenges. This presentation will offer strategies for training school counselors as advocates and allies. The presenters will incorporate research that they have each conducted, including a video interview segment of first-year school counselors describing systemic challenges they have faced. Presenters will propose a model for addressing systemic barriers based on Bronfenbrenner’s Ecological Theory and the ACA Advocacy Competencies.
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Choflá, Shaun-Adrian. "Preschool Educators' Roles in Creating Supportive Spaces for Gender Exploration and Expression." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2145.
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Children begin to develop their understanding of gender in preschool, yet there is a dearth of research focused on understanding how preschool teachers affect the gender identity development of young children. Guided by Rokeach's belief systems theory, this qualitative case study explored the pedagogical strategies and perceptions of 4 Sacramento County, California preschool educators related to the gender identity development of young children. Interview data were collected and coded to derive 12 participant-specific themes and 3 common intersecting themes, which showed that teachers' perspectives on gender identity development were influenced by social rules, biases, and a lack of pedagogical knowledge related to more expansive definitions of gender. As a result of the lack of pedagogical knowledge, there was only 1 gender-related instructional strategy concerning gender roles, and this strategy was used by only 1 of the 4 respondents. Although they may have shown confusion relating to aspects of gender, these preschool teachers demonstrated a genuine interest in learning how to create safe spaces for gender exploration in the preschool classroom. These findings have led to the creation of a professional development series designed to educate preschool teachers about gender identity development, provide them with opportunities to develop curricula, and allow them to reflect upon their cisgender-related biases. Educators, administrators, and policymakers may find it useful to apply the results of this study and resultant project when creating educational programs and college-level curricula and policies. The results could also help educators create affirmative educational environments for all children, regardless of their biological sex, gender identity, or gender expression.
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Garry, Candi Pierce. "Selection or Censorship? School Librarians and LGBTQ Resources." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406589992.
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Pan, Mei Chin, and 潘美妗. "The Evolution of the Erotic Among Lesbian Teachers." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/27571636184796411385.
Full textAbstract:
碩士國立高雄師範大學
性別教育研究所
93
Thesis Topic The Evolution of the Erotic Among Lesbian Teachers Abstract The thesis is focused on three issues regarding the erotic : confrontations and conflicts, coming out or staying in the closet, and sexual orientation and its identity. Since these three issues are interrelated, by discussing them together, it might reveal the profiles about the erotic of lesbian teachers living in our society at this era. The study begins with the understanding of the erotic world belonging to lesbian teachers. The first question is by what standards lesbian teachers choose the person as a possible soul mate? In this study, it shows that when the lesbian teachers first meet a potential dating partner, they usually patiently and carefully observe the indicating signs, to make sure the person whom they are interested in is reliable and well-intentioned. Only after confirmation by observation, are they encouraged to consider a courtship. In addition, the study revealed that despite troubling relationships, lesbian teachers are still willing to take the risk of being hurt and separation to pursue their love and desire in the dark corners of the modern society. It is observed that the key of such willingness lies in the harmonic alignment of lovers’ thoughts as if they are identical twins, the deep understanding, the careless feelings when being with each other, feeling themselves, and the sense of existing, as well as the ecstasy during sex. However, it is perplexing that even when love symbolizes the Holy Grail in the lesbian teachers’ perspective, the relationships are usually somehow sad in terms of not lasting long and ending in painful breakups. It seems these lesbian teachers leave a relationship behind them every now and then and move on to fresh pastures to renew themselves. I have seen three cases, in which their erotic status is so volatile that their feelings warm, hurt, inspire and also frustrate them, depending on the uncontrollable social context in which people and things always change. Sometimes the happiness from their love life makes these lesbian teachers shine and flourish; sometimes the dark exhaustion makes them feel stuck in the middle of nowhere, and sometimes it is even worse, and they abandon themselves because of their great pain and the hopelessness. In this study, I will discuss the issue from three aspects: individual, family and society. “Girls’ love” shaped the values of three teachers regarding the erotic. First of all, they acknowledge that no matter how deep their love is, the tenderness and the sweetness when being together always heralds the coming separation. Because of the rarity of lesbians, when they are young they bet all they have on loving and being loved, and are often equally hurt in return. After stepping into middle age, they start to see more clearly and become more practical about how unchangeable society is. In contrast to the rage and craziness in their past, they learn to handle love gently and grow with it, becoming as peaceful as an undisturbed lake hidden in a distant valley. Furthermore, experiencing many dispiriting failures does not bring them into deep misery any more, as heartbreaks do when they are young and inexperienced. On the contrary, it makes them become analytical about building a healthy relationship. It is learned that love is not the only critical factor in a good relationship, to have a partner who is brave and has a strong willpower is also very essential. Therefore they can handle the big emotional flings together so that the relationship would be strong and smooth enough to stand the test of time as seasons go by and by. Regardless of sexual orientation, breakups seem to be the termination of all kinds of relationships. However, it is touching that during the interviews I have witnessed the open-mindedness and forgiveness amidst the flowing erotic of these lesbian teachers by hearing them giving best blessings to the people with whom they broke up with in good intention because they realized they could not be happy together. In conclusion, the two lipstick lesbian teachers who had had boyfriends found their true inner selves after they had a lesbian relationship. The conventional role for females to be passive has shattered in their lives, and ever since they could not force themselves to return back to the “normal” heterosexual world. Some of the teachers found themselves not able to be attracted to males after two experiences of “girls’ love”. Moreover, they feel they have been fixated on tomboys instead. The strength endowed on these teachers by finding their true selves made them actively act instead of be passive as a heterosexual female, as well it enabled them to openly speak of their love courageously, and pursue their love with enormous bravery. Keywords：lesbian，the erotic
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Durocher, Robert Jason. "Masked: An (visual) arts-informed perspective into gay teacher identity." 2009. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=958019&T=F.
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SU, YUNG-YUAN, and 蘇永元. "Minority Stress and Resilience among Gay and Lesbian Teachers in School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3rern8.
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碩士國立臺南大學
諮商與輔導學系碩士班
106
This study aimed to explorer minority stress and resilience among gay and lesbian teachers in school. Base on the hermeneutic phenomenological approach, semi-structured in-depth interviews were adapted to collect data. Using purposive sampling, three lesbian and two gay teachers in primary and secondary school were interviewed. Inductive thematic analysis of the data revealed two major parts of the results: First, there were six sub-themes about minority stress: (a) Heterosexual campus environment, (b) Negative attitude to homosexuality in campus, (c) Fear to ‘come out’ in campus, (d) Hiding and avoidance in campus, (e) Hiding and avoidance lead to negative impacts, (f) Negative emotions to stress. Second, there were eight sub-themes about resilience: (a) Gender education making positive change, (b) Strengths of homosexuality, (c) Assistantship of homosexual community, (d) A favorable turn of “come out”, (e) Identity decreasing stress (f) Self-regulation decreasing stress, (g) Marriage equality making gender issue visible, (h) Working experience moderator stress. At the end, some suggestions are provided to gay and lesbian teachers, administrators in school, and counseling practitioners, as well as the researchers in related fields.
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Imber, Madelaine. "Sexuality, silence and teachers: negotiating heteronormativity in school cultures." 2009. http://repository.unimelb.edu.au/10187/4204.
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This paper explores lesbian and gay teachers’ understandings of how their sexuality interacts with the Victorian secondary state school culture in which they work. With the aim of investigating the relationship between heteronormative schooling cultures and queer teachers, six same-sex attracted teachers were interviewed. The interviews were analysed, using discourse analysis, in order to examine teachers’ understanding of their school culture and its intersection with their sexual identity. The analysis and discussion showed a divide between teachers who chose to be out to students and those who did not. Most of the participants felt that their level of openness about their sexuality linked closely to their personality and that this dictated how much of their identity they wished to be on display at school. This often had a flow-on effect to how they managed other issues, such as addressing homophobia in their school. Participants were concerned about being labeled a pedophile or being seen as trying to recruit students to homosexuality and were therefore conscious of not looking or acting too stereotypically gay. This suggests that lesbian and gay teachers expend more energy and are more conscious of their demeanor than straight teachers in the heteronormative school cultures in which they operate. Despite there being legal protection for lesbian and gay teachers in government schools, on the ground there is still tension within schools about opening a dialogue with students about sexuality.
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Lecky, Duane Joseph. "Out of the classroom closet: why only some gay and lesbian teachers are out." Thesis, 2009. http://hdl.handle.net/1828/1531.
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Canada and British Columbia have legislation in place to protect gays and lesbians from discrimination based on their sexual orientation. A growing number of BC school districts have policy protecting gays and lesbians. However, some gay and lesbian teachers still hide their sexual orientation. Organizational theory recognizes that formal rules do not define the organization. In-depth interviews with 13 gay and lesbian teachers indicate that they would rather not maintain their classroom closets; but that they needed to know that they would be safe coming out. The methodology followed the tradition of narrative inquiry by collecting stories. Initial recruitment was through email, print, and word-of-mouth advertising. An on-line form was used to filter prospective participants to include urban, rural, Muslim, Catholic, closeted, and politically active participants. The great silence with respect to gays and lesbians in the workforce, paired with a history of negative messages needs to be offset by the frequent and ubiquitous dissemination of positive messages.
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LIN, EN-LI, and 林恩莉. "Exploring Coming out Experiences of High School Lesbian Teachers in Education Field: Feminist Perspectives." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/8vw938.
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碩士國立臺中教育大學
諮商與應用心理學系碩士班
107
This study explores the coming out experience of lesbian teachers in education field through their narrative and reveals the connotations of Taiwan's social ideology from Feminist perspectives. The research was adopted narrative research and conducted through in-depth interview with three lesbian teachers who teach in high school and have coming out experience in the education field. Using Lieblich et al.’s analytical concept of Holistic-content and Categorical-content, the research outcomes of the coming out experience the participants have were as follows: (1) Friendly atmosphere in education field could influence the willingness of coming out; (2) Strategically responded to the oppression of heterosexual hegemony; (3) Using gender awareness to follow up and promote sexual issues actively with the essence of education; (4) The related bill promotion gave the dawn of hope to the transformation of social ideology. In addition, the connotations of Taiwan's social ideology which the coming out experience reflects were as follows: (1) The domination of patriarchal system; (2) The looseness of heterosexual hegemony; (3) The conflict image of lesbian teachers. Based on the findings above, suggestions for practices and future studies are discussed.
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Sykes, Heather. "Teaching bodies, learning desires : feminist-poststructural life histories of heterosexual and lesbian physical education teachers in western Canada." Thesis, 1998. http://hdl.handle.net/2429/9611.
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Physical education is a profession where heterosexuality has historically been
regarded as normal, if not compulsory. The location of female physical education
(PE) teachers at the nexus of discourses about masculinist sport, women's physical
education and pedagogies of the body has exerted unique historical pressures on
their sexualities. In North America and Western Europe, female PE teachers have
frequently been suspected of being lesbian. This suspicion has enveloped lesbian
teachers in a shroud of oppressive silence, tolerated only as an 'open secret' (Cahn,
1994).
This study examined the life histories of six women from three generations
who had taught physical education in western Canada. Previous life history research
has focused exclusively on lesbian PE teachers (Clarke, 1996; Sparkes, 1992, 1994a,
1994b; Squires & Sparkes, 1996; Sparkes & Templin, 1992) which risks reinforcing a
hierarchical relationship between 'lesbian' and 'heterosexual'. Accordingly, three
women who identified as 'lesbian' and three as 'married' or 'heterosexual' were
involved in this study which incorporated poststructural, psychoanalytic and queer
theories about sexual subjectivity into a feminist approach to life history. The
notions of 'understanding' and 'overstanding' were used to analyze data which
meant interpreting not only had been said during the interviews but also what was
left unsaid.
The women's life histories revealed how lesbian sexualities have been
marginalized and silenced, especially within the physical education profession. A l l
the women grew up in families where heterosexuality was normalized, and all
except one experienced pressure to date boys during their high school education in
Canada. As teachers, identifying as a 'feminist' had a greater affect on their personal
politics and approaches to teaching than their sexual identities. The life histories
also provided limited support to the notion that PE teacher's participation in
various women's sports accentuated the suspicion of lesbianism. For two of the
'lesbian' women, team sports continued to provide valuable lesbian communities
from the 1950s to the present day. In contrast, one 'lesbian' women established her
lesbian social network through individual sports and urban feminist groups. The
'heterosexual' women had all participated in gender-neutral sports. Overall the
sporting backgrounds of these teachers did little to dispel the long-standing
association between women's sports and lesbianism which, in turn, has affected
female PE teachers.
Drawing on queer theory and the notion of 'overstanding' data,
deconstructive interpretations suggested how heterosexuality had been normalized
in several institutional discourses within women's physical education. These
interpretations undermined the boundaries of 'the closet', sought out an absent
lesbian gaze and suggested that homophobia has been, in part, rooted in the social
unconscious of the physical education profession.
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Jen-Miao-Yeh and 葉人瞄. "Taiwan Lesbian P.E. Teachers’ Experience of Coming Out ∕Be Closeted in The School and Playground." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/62383503233723187995.
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碩士國立臺北教育大學
體育學系碩士班
98
Abstract The main purpose of the research is to understand to whom Taiwan lesbian P.E. teachers come out, what are the tactics they use, a situation where they go into in the family 、school and playground, and the relationship between gender stereotype of career choice and themselves. The researcher find the six conclusions： 1. Lesbian P.E. teachers could come out in face of their brothers and sisters, but could not face their parents. 2. Marriage has different meanings to the lesbian P.E. teachers ; but they will not be restricted by the marriage. On the contrary, marriage makes them much more understand what they want. 3. Lesbian P.E. teachers choose to come out when facing with trusted female colleagues. However, they will use the tactics to prevent from being found when facing with male and senior colleagues. 4. The group of students is that lesbian P.E. teachers do not want to come out most in face of students. And lesbian P.E. teachers will make use of some tactics prevent themselves from being a focus. 5. In the schoolday, lesbian P.E. teachers do not need to pay attention to the question of coming out or not in the playground. After being a Lesbian P.E. teacher, they will pay more attention to the situation where they are. Compared to the family and school, lesbian P.E. teachers have much less pressure in the playground. 6. Lesbian P.E. teachers think that they will not be impacted by gender stereotype of career choice, and they have the confidence of doing a good job.
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Hsieh, Wan-Lin, and 謝婉琳. "The Unspeakable Truth of Education– the Study of the Life of Lesbian Elementary School Teachers." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/269874.
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碩士國立交通大學
教育研究所
106
The research is to understand the life stories and experiences related to lesbian elementary school teachers. It uses the research method of narrative from qualitative research and applies purposive sampling to invite two lesbian elementary school teachers to participate in the research with two to three face-to-face interviews conducted. The research outcome presents the life stories of the two interviewees in narrative texts in order to understand the life experiences and the working environment of the lesbian elementary school teachers’ before further discussing “lesbian elementary school teachers’ stress in the workplace and their coping behavior”. The main findings include: 1. The stress that lesbian elementary school teachers may face in the workplace include gender stereotype established by the society, oppression from heteronormativity, high expectation of model teacher, and the anxiety of being a lesbian in the workplace from the teachers themselves. 2. The coping behavior developed by lesbian elementary school teachers in facing the stress in the workplace includes: (1) Choose familiar and friendly environment when looking for jobs in order to avoid hurting themselves, (2) hide their identity in the workplace and won’t release their sexual orientation, (3) avoid talking about relationship in the workplace, (4) conceal their true thoughts and won’t express their thoughts related to homosexual issues, (5) work harder to make sure their survival in the workplace and add value for themselves, (6) hold the timing for opportune lesson on students to clarify gender stereotype, (7) learn to choose one thought over another and adjust mindset and attitude.In addition, the research also summarizes the reason why the lesbian elementary school teachers won’t come out of the closet in the workplace, the impact on lesbian elementary school teachers’ attitudes and behaviors caused by the change of background and the transition of social atmosphere as well as the practicable method of changing the atmosphere in the campus of elementary school.
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Chen, Pien Chia, and 邊家蓁. "The indistinct figures behind the rainbow - Lesbian teachers` self-identification route and gender experience at workplace." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/q4ewk4.
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碩士國立臺東大學
教育學系課程與教學碩士班
99
Consequently, current research interviewed 6 modern lesbian teachers in their 20s. This interview is designed to understand what the lesbian teachers had gone through during the process of self-identification, sharing experiences from work place and the practice of LGBT education.Findings in this study are concluded in three part: self-identification, silence in education work place, and the encounter between lesbian teachers and gay education. More descriptions for the important findings are as following: 1. self-identification i. the existence of lesbian has nothing to do with personal background, the composition or the atmosphere of family are no key factors for the existing of lesbian. However, relaxed family atmosphere helps lesbian reducing tensions and stress. ii. Under the constraints of traditional heterosexual perspective, coming out is still the dilemma in the family. Being understood and blessed by family is a challenge and wish. iii. In the process of self-identification, 6 lesbian teachers clarify their feeling for someone based on mental condition and physical response, and encounter less pressure and stress in the process of self-identification. They naturally accepted the truth that in love with girls, which indicates the success of gender equality activity. Besides, stages in linear development theory are not essential during the process of self-identification, it varies form person to person instead. iv. Friends and internet help self-identification: the influence of friends and internet support the process of self-identification positively. v. Rarely participate in gay activity. As a teacher, they are worried about exposing their identity when participate in gay activities. Therefore, they choose to lay low. 2. silence in work place: The education environment inevitably values heterosexual perspectives, which cause the dilemma for lesbian teachers in choose to come out or hide in the work place. i. sometimes coming out might cause positive effect. They might providing much help for students, such as consultant of role model. Besides, coming out might receiving assistance at work or mental support from colleagues. ii. being forced to hide in work place. They conceal lesbian identity especially from students and students
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Chen, Shan-Wuu, and 陳尚武. "The Analysis of Masculine Culture in an Agricultural and Light Industrial Suburban：cases of teachers and lesbian students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/10035644362941488175.
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碩士高雄醫學大學
性別研究所
99
The research field of this study, "Ban-Zhuang-Jiao" Junior High School, is treated as field that both produces and reproduces masculine cultural. In the study, the following dimensions are explored: What masculine traits are shown in the interactions between teachers? As these traits, which are signs of power, are demonstrated, what influences do they have on daily school routines, particular when there are conflicts? In such background, whether the behaviors and languages lesbian students, who are viewed as the gender minority, reveal and adopt correspond to the presupposition of masculinity? Do they conflict with the masculine culture on campus? In order to achieve the goal of teaching, what types of interaction are shown between teachers and lesbian students? Research methods are field observation and in-depth interviews. The researcher works as a teacher in the school (field), observing daily deeds and languages for later interpretation. By interviewing teachers and lesbian students, the researcher is able to understand the ideology and discourse behind their behaviors. Interviewees are chosen purposively, including seven teachers, chosen from three different age and position groups (old, middle-aged, young), and seven lesbian students with six of whom tending to T (masculine) and one, “po”（feminine） identity. In addition to lesbians, one male and one female heterosexual student are chosen as the control group. Study found that "Ban-Zhuang-Jiao" Junior High School teachers form a unique masculine culture themselves. When conflicts on personnel or curriculum arrangements occur, the negotiation process teachers accept reveals the so-called masculine culture. The "hidden rules" behind it present generational change, conflict, and the subtlety of the relationships between teachers. Lesbian students, especially T-intended, tend to dress themselvres in a masculine way, and the masculine way they speak and act, which does not conform to the established heterosexual norm, makes them spotlights on campus. They even get into fights and thus need counseling and discipline from teachers. Although teachers are homophobic, they take the students’ family socioeconomic backgrounds into account to give them support and help. Meanwhile, lesbian students with different socioeconomic backgrounds face different problems for coming out. The campus culture that many past theses described focused only on the frustration and embarrassment of personnel conflicts. This study hopes to provide a different context of campus culture by adopting feminist epistemology and research methods. Meanwhile, we hope we can not simply talk about identity and coming out, but concern about their family, class, and the tension between various aspects of the school. Finally I expect to give the front-line teachers a new direction to campus life.
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Connell, Catherine Elizabeth. "School's Out : a comparative study of workplace sexuality through the experiences of gay and lesbian teachers in California and Texas." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1040.
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This dissertation investigates the workplace experiences of gay and lesbian teachers. In-depth interviews and field observations were conducted with 51 teachers in Texas and in California, two states with different legal approaches to gay rights and worker rights. This comparative study highlights the importance of social, political, and cultural context in individual decision-making about sexual disclosure and performance, explores the consequences of "normalization" of LGBT experiences in the classroom, and addresses the role of identity politics in social change. By taking an intersectional approach to gay/lesbian identity construction, this dissertation considers how race, class, gender, and sexuality inequalities are expressed and reinforced in the experiences of gay and lesbian teachers.text
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Pitre, Corina. "Overlapping selves : the intersection of lesbian identity and professional identity among public elementary teachers working in Northern Ontario." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370178&T=F.
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Dessel, Adrienne Brodsky. "Measuring the Effects of Intergroup Dialogue on Teachers’ Attitudes, Feelings and Behaviors Regarding Lesbian, Gay and Bisexual Students and Parents." 2008. http://etd.utk.edu/2008/August2008Dissertations/DesselAdrienneBrodsky.pdf.
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Wells, Kristopher. "Sex, sexual, and gender differences in Canadian K-12 schools: Theoretical and empirical perspectives on identity, policy, and practice." Phd thesis, 2011. http://hdl.handle.net/10048/1839.
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The research in this dissertation develops a multiperspective theoretical framework, which I describe as queer criticality, to guide the examination of discursive practices, educational policies, and public discourses that undergird heteronormativity and disproportionately impact the personal safety and professional wellbeing of sexual minority and gender variant (SMGV) teachers and students in Canadian K-12 schools. Queer criticality, as a theoretical construct, seeks to bring together and investigate aspects of critical theory, critical pedagogy, poststructuralism, and queer theory. My aim is not to attempt to reconcile these competing theories to produce a grand narrative or proscriptive way of theorizing; rather, I investigate the productive tensions that a notion of queer criticality can prompt for self-reflexive researchers when these theoretical perspectives are placed in dynamic relationship with one another. Accordingly, this collection of interwoven essays examine critically how research has positioned SMGV youth as both victims and, more recently, resilient survivors who experience a daily onslaught of homophobic, transphobic, and heterosexist violence in their schools, classrooms, and communities; it also explores interpretative frameworks and mobilization strategies used to politicize or privatize SMGV identities and concerns through educational policy and practice; and it utilizes empirical research to interrogate the lived effects of these heteronormative discourses and discursive practices on sexual minority teachers working for inclusive educational and social change; and transsexual teachers searching for a valued space and place for recognition of their personal and professional identities in their public schools. Ultimately, through these connected essays, this poststructural assemblage seeks to open up spaces for difference to be exposed and interrogated within K-12 public schools. It also works to help provide discursive materiality to sexual minority and gender variant identities by demonstrating how heteronormalizing discourses impact and shape the lived experiences of all teachers and students in Canadian schools. Ultimately, this research asks whose lives are deemed intelligible and, thus, liveable in our public schools.Theoretical, Cultural, and International Studies in Education