HOW GAY AND LESBIAN EDUCATORS POSITION THEMSELVES IDEOLOGICALLY IN THE CLASSROOM

Abstract

In this study, I aim to better understand the ideological positioning of gay and lesbian educators in the classroom setting. Through conducting a qualitative study, I interviewed three teachers who identify as gay or lesbian. They were asked a series of questions in an environment in which they felt the most comfortable. These questions ranged from topics about their sexuality to classroom management. Each interview took approximately thirty to ninety minutes and was then transcribed for data purposes. Looking at the lives of LGBTQ+ educators, the political atmosphere, and the history of LGBTQ+ teachers, the literature contextualizes the current issue. Using a teacher identity framework, the research answered the question as to the ideological positioning of gay and lesbian educators within a classroom context. The findings of this study show that the three gay or lesbian educators that were interviewed took neutral positions when it came to their ideological positioning. This study reflects the need for better policies in the LGBTQ+ community at the national level, pre-service teacher training, and better professional development opportunities in school districts.