ORCID

https://orcid.org/0009-0004-8459-0710

Date of Award

2024

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Catherine DiMartino

Second Advisor

Stephen Kotok

Third Advisor

Cecilia Parnther

Abstract

Research on lesbian, gay, bisexual, transgender, transsexual, two-spirit, queer, questioning, intersex, asexual, and pansexual (LGBTQIA+) populations in education has mostly centered on the experiences of LGBTQIA+ students (Ferfolja & Hopkins, 2013). This narrative research study extends the focus of LGBTQIA+ school populations to include self-identified LGBTQIA+ educators working within New York City (NYC) public schools to understand how the lived experiences of NYC public school LGBTQIA+ educators impact their personal and professional self-perceptions, interactions with members of school communities, and their day-to-day practice. As a study grounded in critical, queer, and theories of belonging, this research sought to also identify how inclusive NYC public school settings may be towards sexually diverse populations, which can have implications for the development of educational practices, curricula, and policies. Findings from this study reveal that, while participants perceive NYC public settings to be generally inclusive towards sexually diverse populations, LGBTQIA+ educators are able to identify both inclusive and heteronormative school practices and continue to make decisions regarding the disclosure of their identities within school settings.

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