Experiences of educators who identify as lesbian, gay, and bisexual

Jack D. Simons, Sarah Hahn, Mark Pope, Stephen T. Russell

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

The focus of the phenomenological qualitative study was on the lived experiences of U.S. educators who identified as lesbian, gay, and bisexual (LGB). Life story data regarding stress, coping, and identity were gathered, triangulated, and analyzed from 24 U.S. educators who identified as LGB teachers, mentors, and coaches. Four themes resulted: (a) subscribing to a helping identity, (b) being effective as an educator, (c) experiencing different levels of support, and (d) being out about sexual orientation to different degrees. Recommendations for future research are provided.

Original languageEnglish (US)
Pages (from-to)300-319
Number of pages20
JournalJournal of Gay and Lesbian Social Services
Volume33
Issue number3
DOIs
StatePublished - 2021

Keywords

  • Educators
  • LGBT
  • lived experiences
  • phenomenology

ASJC Scopus subject areas

  • Gender Studies
  • Sociology and Political Science

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