Lesbian and Gay Educators Functioning in Heteronormative Schools

Abstract

This qualitative study explores the ways in which lesbian and gay educators negotiate their sexual identities in their school settings. Ten gay and lesbian public and Catholic school educators from rural, suburban, and urban schools were interviewed. Each of these educators negotiated their sexual identities differently within their school communities; however, descriptors such as age, experience level, and school setting did not affect their identity negotiation. Most of these educators were unable to integrate their sexual identity with their teacher identity due to various types of fear: fear of being fired, fear of entering the teaching profession, fear of being outed and facing harassment and isolation, and fear of undermining authenticity.

Exploring the Experiences of LGBTQ+ Early Childhood Educators: Navigating and Challenging Heteronormativity in Childcare Settings

“…Furthermore, a 2018 Survey of Safety and Public and Private Spaces (SSPPS) reported that sexual minorities in Canada are more likely to experience inappropriate behaviours in public (57% versus 22%), online (37% versus 15%) and at work (44% versus 22%) compared to heterosexual individuals (Jaffray, 2020). In relation to the field of early childhood, current studies remind us that LGBTQ+ educators are still experiencing discrimination in forms of harassment and isolation (Gray et al, 2016;Hooker, 2018;Hooker, 2019a). Therefore, it is significant that we continue to do research to better understand the lives of LGBTQ+ early childhood educators and utilize it to move forward inclusive and anti-bias policies and practices in the field of early childhood.…”

“…In early childhood settings, the existence of hierarchal gender binaries tends to be related to educators' reinforcement of binary gender traits of masculinity and femininity when interacting with children. Educational institutions also tend to silence gay and lesbian educators due to homosexuality's association with negative stereotypes of pedophilia and deviant behaviours (Hooker, 2018). To note, anti-gay jokes and slurs have been expressed to contribute to an unsafe space for LGBTQ+ educators (Hooker, 2019a).…”

“…LGBTQ+ educators are constantly interacting with institutions that reinforces heteronormativity which influences the way they perform personally and professionally (Bower-Phipps, 2020;Gray et al, 2016;Hooker, 2018). LGBTQ+ educators take on a complex identity at work to maintain their authenticity and their status as an outstanding teacher (Llewellyn & Reynolds, 2016).…”

“…This conflict usually comes from the fear of being out in their workplace (Lee, 2020). In a study by Hooker (2018), an exploration of how gay and lesbian educators negotiated their identity within K-12 schools, they found that most were unable to integrate their sexual identity due to the fear and anxiety of possibly getting fired, being outed, harassment, isolation from peers, and being perceived as an incompetent teacher. LGBTQ+ educators also feared judgment coming from parents and families that might question their suitability as role models for their children (Bower-Phipps, 2020).…”

Sexual citizenship: rhetoric or reality for Rural Gay Men in Ireland and England?

“…The men accepted that they often engage in self-censorship. Their testimonies reveal their need to negotiate their sexuality; de-sexualise their language, homes, and clothes, sometimes aiming to 'pass as straight' (Hooker 2018) so as to avoid the possibility of unpleasant reactions, marginalisation and exclusion.…”