Main content

Institutionalized Sexual Prejudice: A narrative analysis of LGBQ teacher experiences

Show full item record

Title: Institutionalized Sexual Prejudice: A narrative analysis of LGBQ teacher experiences
Author: Gray, Amy
Department: Department of Psychology
Program: Psychology
Advisor: Desmarais, Serge, Dr.
Abstract: This thesis is an investigation of the experiences of LGBQ public elementary teachers in Ontario as described by the personal narratives of 13 respondents. In general, these teachers often remain closeted at work because elementary schools tend to be oppressive environments for any person who violates heteronormative expectations (Duke, 2007; Hooker, 2010). To date, little is known about this demographic group, and this study was designed as an exploratory investigation within a narrative inquiry framework. Three main research questions guided this thesis: (1) what are the experiences and opinions around coming out in the classroom among LGBQ elementary school teachers in Ontario, (2) How does being an LGBQ teacher influence one’s pedagogical approaches, and (3) In what ways are LGBQ teachers resilient in the face of prejudice-related adversity. Teachers reported feeling oppression and fear of job loss, engaging in risk-benefit analyses before letting their LGBQ identities influence their teaching, and finding satisfaction in being a positive LGBQ role model to students.
Date: 2014-07
Rights: Attribution-NoDerivs 2.5 Canada
Terms of Use: All items in the Atrium are protected by copyright with all rights reserved unless otherwise indicated.

Files in this item

Files Size Format View Description
Gray_Amy_201408_MA.pdf 533.4Kb PDF View/Open Thesis

This item appears in the following Collection(s)

Show full item record

Attribution-NoDerivs 2.5 Canada Except where otherwise noted, this item's license is described as Attribution-NoDerivs 2.5 Canada