On Becoming an LGBTQ+-Identifying Teacher: A Year-Long Study of Two Gay and Lesbian Preservice Elementary Teachers

Toledo, William; Maher, Bridget

doi:10.1080/00918369.2019.1702350

Cited by 10 publications

(13 citation statements)

References 44 publications

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“…Fewer studies have examined the experiences of LGBTQ+ preservice teachers (PSTs), let alone their experiences as they enter the field. The scant information available is mainly from research outside of the United States (Toledo & Maher, 2021).…”

Section: Lgbtq+ Teachersmentioning

confidence: 99%

“…While (Donahue, 2007) Donahue (2007) investigated pairing LGBTQ+ PSTs with LGBTQ+-identifying mentors, findings suggested rather than disrupt, it may instead promote heteronormativity and internalized homophobia through mentor teachers' discourses. More recently, Toledo and Maher (2021) researched the experiences of lesbian and gay elementary education PSTs, and the findings suggested they "organize[d] their identities and needs into two realmsneeds that were immediate and aspects they believed would be pertinent to their lives" in the future (p. 1629). Additionally, the authors suggested "mismatch" and "isolation" may have been a consequence of having less supportive mentor teachers (p. 1634).…”

Section: Lgbtq+ Teachersmentioning

confidence: 99%

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“This Is Fine”: The Principal’s Role in the Induction Experiences of a Gay, Novice, ELA Teacher

Davis

2022

Journal of School Leadership

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While there have been numerous studies of teachers’ lived experiences, the LGBTQ+- teaching community continues to be underrepresented within this literature (Mayo, 2008). More specifically, empirical evidence regarding LGBTQ+ preservice teachers’ (PST) experiences and their induction is nearly all, but absent. This is of great importance to discussions and formations of educational practice and policies. Drawn from a larger, critical narratological study examining lesbian, gay, and/or queer first-year E/LA teachers, this study illuminates the experiences of a first-year, middle school E/LA teacher and her stories of her interactions with her building’s principal. Utilizing systems of first year teaching (Strom et al., 2018), tenets of queer theory (Butler, 1997), and subjectivities (Cammack & Phillips, 2002), this study drew on multiple semi-structured interviews, ethnographic field observations, preservice field experience journals and coursework, along with artifacts of student learning. Findings demonstrate the participant’s sense of space and place within her building, district, and the state, in combination with multiple interactions with her school’s administration, elicited and reified feelings of precarity, which were interwoven within her induction stories. Most importantly, these tensions affected the participant’s sense-making, and contributed to troubles with enacting more engaging, student-centered pedagogical practices, which contributed to difficulties in curating healthier classroom ecologies. Altogether, this furthered the participant’s feelings of confusion, isolation, and inefficacy. As these emotions are often associated with teacher attrition, implications center the key role principals and school policies play within teacher induction, but especially in disrupting inequities and affirming LGBTQ+ teachers’ importance within their schools.

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Section: Lgbtq+ Teachersmentioning

confidence: 99%

Section: Lgbtq+ Teachersmentioning

confidence: 99%

“This Is Fine”: The Principal’s Role in the Induction Experiences of a Gay, Novice, ELA Teacher

Davis

2022

Journal of School Leadership

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“…Heterosexuals are “free to openly talk about their lives, display affection, enjoy the benefits of marriage, and navigate their careers without fear of discrimination based on sexual orientation” (deLeon & Brunner, 2013, p. 191). Conversely, for LGBTQ+ educators, coming out is often a strategic decision based on the perceived inclusivity of the organization (DeJean, 2004; deLeon & Brunner, 2013; Endo et al, 2010; Griffin, 1991; Khayatt, 1997; Mayo, 2008; Toledo & Maher, 2019; Wright, 2011). Such negotiated identities often depend on how visible one’s gender non-conformity is (Fraynd & Capper, 2003; Kahn & Gorski, 2016; Lugg, 2006; Toledo & Maher, 2019; Tooms, 2007).…”

Section: Teaching Notesmentioning

confidence: 99%

“…Conversely, for LGBTQ+ educators, coming out is often a strategic decision based on the perceived inclusivity of the organization (DeJean, 2004; deLeon & Brunner, 2013; Endo et al, 2010; Griffin, 1991; Khayatt, 1997; Mayo, 2008; Toledo & Maher, 2019; Wright, 2011). Such negotiated identities often depend on how visible one’s gender non-conformity is (Fraynd & Capper, 2003; Kahn & Gorski, 2016; Lugg, 2006; Toledo & Maher, 2019; Tooms, 2007). Moreover, teachers who feel supported by administrators are more likely to be out (DeJean, 2007; Wright & Smith, 2015).…”

Section: Teaching Notesmentioning

confidence: 99%

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Forced Back into the Closet: A (Queer) Principal’s Attempt to Maintain Queer Erasure

Duarte

2020

Journal of Cases in Educational Leadership

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This case adds to a lack of research that considers the intersection of queer identities and educational leadership. The case narrative demonstrates the complex nuances of two negotiated professional queer identities. In addition, the case considers the consequences of queer erasure on the existing heteronormative culture of schooling. The teaching notes review the literature on queer school professionals and provide a background for understanding the geographical and historical considerations of LGBTQ+ (lesbian, gay, bisexual, transgender, transsexual, queer) identities in schools. The author concludes with a plea to both heterosexual and queer school leaders and those who prepare them to reflect on their position and responsibilities within a heteronormative and heterosexist field. The activities and discussion questions are designed with these aims in mind.

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From Pre-Service to Professional Teaching: A Longitudinal Study of Two LGBTQ+-identifying First-Year Elementary Teachers’ Experiences

Maher

Toledo

2021

Journal of Homosexuality

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On Becoming an LGBTQ+-Identifying Teacher: A Year-Long Study of Two Gay and Lesbian Preservice Elementary Teachers

Cited by 10 publications

References 44 publications

“This Is Fine”: The Principal’s Role in the Induction Experiences of a Gay, Novice, ELA Teacher

“This Is Fine”: The Principal’s Role in the Induction Experiences of a Gay, Novice, ELA Teacher

Forced Back into the Closet: A (Queer) Principal’s Attempt to Maintain Queer Erasure

From Pre-Service to Professional Teaching: A Longitudinal Study of Two LGBTQ+-identifying First-Year Elementary Teachers’ Experiences

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