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The overwhelming heteronormativity presumed in the field of educational administration poses challenges for both scholars and practitioners who strive to transgress the societal expectations that constrain the expression of sexually diverse populations. In this article, I use a combination of autobiographical data and information gathered through personal interviews to examine multiple ways in which the normalization of sexuality might be interrogated. I argue that lesbian, gay, bisexual, and transgendered faculty and administrators can more effectively contravene the normalizing practices of heterosexism by refusing to remain silent about issues of sexuality. Additionally, I include implications for practicing researchers and administrators who are seeking to challenge heterosexist norms.

A theory and practice of social justice is fraudulent when it does not fully address lesbian/gay/bisexual/transgender (LGBT) individuals and their intersections with other identities. Faculty who claim to be concerned with social justice cannot focus on one or perhaps two areas of difference while ignoring or giving short shrift to the others. After all, public school leaders oriented toward social justice cannot pick and choose among areas of difference with their students, staff, and community members. These leaders must lead for social justice across areas of difference; faculty should expect no less of themselves. Many LGBT students or students perceived to be LGBT face daily harassment at schools, and LGBT staff, families, and school leaders themselves generally find schools unwelcoming. This article offers practical teaching strategies and teaching resources that can raise consciousness, increase knowledge, and develop leadership skills to prepare leaders to confidently meet the needs of LGBT individuals in their schools.

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