Doing Family Differently in School-to-Home Contexts: Gay Fathers at the Schoolhouse Door

Abstract

Purpose: This qualitative, phenomenological study explores gay fatherhood visibility in schools. The study was guided by prior research on families headed by lesbian, gay, bisexual, trans, and queer (LGBTQ) parents, as well as the theoretical exploration of “doing family” for LGBTQ-headed households and queer families. Data Collection and Analysis: Data primarily consisted of two, face-to-face, semistructured interviews with 22 gay-fathered households living in one of two different community types: gay-friendly areas, or those known for LGBTQ inclusion and protection, and intolerant towns, or those with little-to-no evidence of inclusion and protection. Additionally, this study included artifacts such as handbooks, letters about events, and documents related to school curricula. All data were analyzed inductively. Findings: Nearly all fathers came out, or had disclosed their sexual orientation to school personnel—particularly in gay-friendly areas. Nevertheless, findings indicate that assumptions of heterosexuality persisted in both gay-friendly and intolerant areas to some extent. Some attempts to be more inclusive and representative of gay-fathered families depended on community type, but even these attempts did not recognize a wider spectrum of family configurations that may constitute gay fatherhood. Implications: This study raises questions about how school personnel, and leaders in particular, consider a wider spectrum of family configurations as they interact with students and students’ families. The findings provide insight into future scholarship focused on gay fatherhood, as well as how leadership programs can prepare leaders with the necessary skills and knowledge to interact with nondominant family structures.

The procreative identities of men in same‐sex relationships choosing surrogacy: A new theoretical understanding

“…Goldberg et al, 2020, p. 3). As heterosexual women often organize and monitor school-based activities, fathers in same-sex relationships are highly visible (Leland, 2019); to protect their children's well-being, they may advocate on behalf of their children by initiating direct conversations with school staff about their family system, and endorsing inclusive curricula in the classroom and appropriate staff training (A. Goldberg & Byard, 2020).…”

“…Owing to ideologies of biological essentialism, schools are representative of “heteronormative parenthood culture” and “mothers as being mainly responsible for children's schooling” (A. Goldberg et al, 2020, p. 3). As heterosexual women often organize and monitor school‐based activities, fathers in same‐sex relationships are highly visible (Leland, 2019); to protect their children's well‐being, they may advocate on behalf of their children by initiating direct conversations with school staff about their family system, and endorsing inclusive curricula in the classroom and appropriate staff training (A. Goldberg & Byard, 2020). In turn, same‐sex partnered fathers may need to conduct extensive research to find progressive and welcoming schools for their children to attend; while enrolled, they may need to continuously educate teachers and staff about diverse family systems (A. Goldberg, 2014; A. Goldberg & Byard, 2020) to create safer spaces for their children and family.…”