Families Impacted by Homophobia, Heterosexism, and Transphobia in Schools

• In Event: Teacher Researchers Learning to Advocate for Diversity in Sexual Identity and Gender Expression in Schools

Abstract

This paper focuses on the experiences of LGBTQQ-headed households and/or families with LGBTQQ or gender-creative children in schools. Based in our history of working as a teacher inquiry group committed to combatting heterosexism and homophobia in classrooms, we have seen what is possible when individual teachers work to support LGBTQQ youth in schools (see, e.g., Author A, 2012; Authors A, B, C & Kenney, 2010). But, we know that parents who are themselves LGBTQQ (Casper & Schultz, 1999; Garner, 2004; Goldberg, 2010; Pallotta-Chiarelli, 2010) or who have LGBTQQ or gender creative children often feel fearful, unwelcomed, or silenced in their children’s schools (Fischer & Kennedy, 2012; Kozik-Rosabal, 2000; Lipkin, 1999; Walling, 1996). Given these issues, and given that the problems of sexual identity- and gender-based hostility, bullying and abuse persist in school environments, this presenter shares the results of interviews conducted with parents and families, which address these research questions: How are families that are headed by lesbian, gay, bisexual, trans*, or queer parents experiencing support and non-support in schools? How are families with children who identify as LGBTQQ or who are gender creative experiencing support and non-support in schools? Purposive sampling (Patton, 1990) was used in order to identify information-rich cases that exemplify the key foci of our inquiry. Data included audiotaped and transcribed interviews. Interviews were coded and analyzed using a grounded approach and constant comparison (Strauss & Corbin, 1998). This analysis was conducted by the teacher inquiry group over the course of a school year. Findings indicate that some parents actively sought particular schools and teachers who supported their families, while other parents demanded support for their families in the schools and classrooms where their children happened to be, and still others rejected any need for support for their unique families in their children’s schools. Such a range of articulated familial needs suggests a need for teacher-parent communication and teacher adaptability and flexibility.

Author

• Mollie V. Blackburn, The Ohio State University