Toledo W, Maher B. On Becoming an LGBTQ+-Identifying Teacher: A Year-Long Study of Two Gay and Lesbian Preservice Elementary Teachers.
J Homosex 2021;
68:1609-1638. [PMID:
31850829 DOI:
10.1080/00918369.2019.1702350]
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Abstract
LGBTQ+-identifying preservice teachers must navigate several different contexts, including the university and public schools, wherein they must make decisions about being open ("out") regarding their LGBTQ+ identities. However, the small amount of research to date has typically focused on the experiences of LGBTQ+ educators already actively working in public schools. In this year-long, qualitative case study, we present the experiences, perspectives, and challenges of two elementary preservice teachers who identify as gay and lesbian through their year-long student teaching placement. The study offers implications for teacher education programs about often overlooked ways to recruit, support, and advocate for LGBTQ+ preservice teachers.
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