From Pre-Service to Professional Teaching: A Longitudinal Study of Two LGBTQ+-identifying First-Year Elementary Teachers' Experiences.

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read More Add to Saved list
  • Author(s): Maher B;Maher B; Toledo W; Toledo W
  • Source:
    Journal of homosexuality [J Homosex] 2022 Oct 15; Vol. 69 (12), pp. 2126-2147. Date of Electronic Publication: 2021 Oct 26.
  • Publication Type:
    Journal Article
  • Language:
    English
  • Additional Information
    • Source:
      Publisher: Routledge Country of Publication: United States NLM ID: 7502386 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1540-3602 (Electronic) Linking ISSN: 00918369 NLM ISO Abbreviation: J Homosex Subsets: MEDLINE
    • Publication Information:
      Publication: Philadelphia : Routledge
      Original Publication: New York, Haworth Press.
    • Subject Terms:
      School Teachers* ; Sexual and Gender Minorities*; Female ; Humans ; Longitudinal Studies ; Schools ; Teaching
    • Abstract:
      Researchers have documented that being an LGBTQ+-identifying teacher can present particular challenges and marginalizing experiences. This longitudinal, qualitative study is a follow-up to a year-long endeavor documenting the experiences of one gay and one lesbian-identifying preservice teachers as they navigated school and a professional job search. In this study, we followed these same two teachers as they entered their first year of professional teaching in academic year 2015-2016, and we present the experiences, difficulties, challenges, and navigation of these two LGTBQ+-identifying elementary teachers. The two participants also recently (2020) reflected back on their first year of professional teaching some four years prior, and we used their insights to chronicle another layer of reflection on their professional experiences. With these elementary teachers' experiences at the center, this study offers implications for school systems about how to recognize, support, and advocate for LGBTQ+-identifying teachers, particularly those new to the profession.
    • Contributed Indexing:
      Keywords: Gay and lesbian teachers; early career; longitudinal study; mentorship
    • Publication Date:
      Date Created: 20211026 Date Completed: 20220908 Latest Revision: 20220908
    • Publication Date:
      20231215
    • Accession Number:
      10.1080/00918369.2021.1987747
    • Accession Number:
      34698616