Out and visible : a study of openly gay and lesbian teachers in independent schools / Philip McAdoo.

Format:

Book

Manuscript

Thesis/Dissertation

Author/Creator:

McAdoo, Philip, author.

Contributor:

McKee, Annie, degree supervisor, degree committee member.

Supovitz, Jonathan A., degree committee member.

McGarry, Robert, degree committee member.

Johnson, E. Patrick, 1967- degree committee member.

University of Pennsylvania. Educational and Organizational Leadership, degree granting institution.

Language:

English

Subjects (All):

Penn dissertations--Education.

Education--Penn dissertations.

Penn dissertations--Educational and organizational leadership.

Educational and organizational leadership--Penn dissertations.

Local Subjects:

Penn dissertations--Education.

Education--Penn dissertations.

Penn dissertations--Educational and organizational leadership.

Educational and organizational leadership--Penn dissertations.

Physical Description:

x, 172 leaves ; 29 cm

Production:

[Philadelphia, Pennsylvania] : University of Pennsylvania, 2015.

Summary:

Lesbian, gay, bisexual, and transgender (LGBT) individuals have always had a presence in education. Despite established heterosexual norms associated with learning, LGBT teachers are taking an increasingly visible stance in school settings. This qualitative study explores the lives and identities of openly gay and lesbian teachers in independent school settings across the United States. This study uses in-depth interviews to ask gay and lesbian teachers to reflect on the stages of their sexual orientation development and the influences on their identity as "out" gay and lesbian teachers.

This study draws on previous research to construct a conceptual framework that integrates an understanding of the major stages of sexual orientation development (Troiden, 1989) and the influences of gay and lesbian teacher identity development (Jackson, 2007). In addition to exploring sexual orientation identity development, the areas of race, gender, coming out, heterosexual norms, homophobia, and independent school cultures were explored as major external and internal focal points. The results of this study contribute to theories of sexual orientation and teacher identity development, as well as the need for continued advocacy and acceptance of LGBT teachers and students in independent schools.

Notes:

Ed. D. University of Pennsylvania 2015.

Department: Educational and Organizational Leadership.

Supervisor: Annie McKee.

Includes bibliographical references.

ISBN:

9781321761986

OCLC:

951553638