Tesis sobre el tema "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.
Texto completoClarke, 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.
Texto completoGibbons, 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.
Texto completoSinger, 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.
Texto completoReed, 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.
Texto completoReed, Delanna. "Telling Lesbian Teacher’s Stories through Performance Ethnography". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1290.
Texto completoSykes, 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.
Texto completoGiovanini, 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/.
Texto completoLaxton, 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/.
Texto completoHoffman, 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.
Texto completoReed, 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.
Texto completoReed, 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.
Texto completoHebl, 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.
Texto completoMorgan, 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.
Texto completoMcKenna, 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.
Texto completoWardle, 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.
Texto completoNemard-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.
Texto completoIn 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.
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.
Texto completoBanks, 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.
Texto completoMelvin, 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.
Texto completoFreitas, 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/.
Texto completoThe 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.
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.
Texto completoFoy, Joelyn Katherine. "Understanding sexual prejudice among midwestern pre-service and in-service teachers". Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18639.
Texto completoDepartment 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.
Healey, Norma M. y 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.
Texto completoix, 173 leaves ; 29 cm.
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.
Texto completoSvensson, 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.
Texto completoThis 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.
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.
Texto completoNoack, 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.
Texto completoMeireles, 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.
Texto completoEste 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
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.
Texto completoFrench, 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.
Texto completoFarmer, Laura Boyd, Janna L. Scarborough y 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.
Texto completoChoflá, Shaun-Adrian. "Preschool Educators' Roles in Creating Supportive Spaces for Gender Exploration and Expression". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2145.
Texto completoGarry, Candi Pierce. "Selection or Censorship? School Librarians and LGBTQ Resources". Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406589992.
Texto completoPan, Mei Chin y 潘美妗. "The Evolution of the Erotic Among Lesbian Teachers". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/27571636184796411385.
Texto completo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
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.
Texto completoSU, YUNG-YUAN y 蘇永元. "Minority Stress and Resilience among Gay and Lesbian Teachers in School". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3rern8.
Texto completo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.
Imber, Madelaine. "Sexuality, silence and teachers: negotiating heteronormativity in school cultures". 2009. http://repository.unimelb.edu.au/10187/4204.
Texto completoLecky, Duane Joseph. "Out of the classroom closet: why only some gay and lesbian teachers are out". Thesis, 2009. http://hdl.handle.net/1828/1531.
Texto completoLIN, EN-LI y 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.
Texto completo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.
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.
Texto completoJen-Miao-Yeh y 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.
Texto completo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.
Hsieh, Wan-Lin y 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.
Texto completo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.
Chen, Pien Chia y 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.
Texto completo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
Chen, Shan-Wuu y 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.
Texto completo高雄醫學大學
性別研究所
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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.
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.
Texto completotext
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.
Texto completoDessel, 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.
Texto completoWells, 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.
Texto completoTheoretical, Cultural, and International Studies in Education