A Qualitative Analysis of Lesbian and Gay Teachers' Experiences With Stress at School

• In Event: 33.078 - Roundtable Session 11
  In Roundtable Session: 33.078-19 - Understanding Teacher Stress and Student Welfare Roundtable

Abstract

Many gay individuals face discrimination at work (Flojo, 2005; Lugg, 2003) and face inner turmoil about whether to disclose their sexual orientation at work (Anderson, Croteau, DiStefano, & Chung, 2001). For teachers, this decision is complex, as they have to navigate their sexual orientation with students, parents, coworkers, and managers. The current study seeks to investigate (1) how lesbian and gay teachers negotiate sexual identity at work and (2) how they make meaning of their experiences with stress at school. This study uses the transactional model of stress, suggesting that one must investigate the appraisals that people make of their demands and resources in order to understand stress, as the theoretical framework.

Authors

• Sally Lineback, The University of Texas - Austin

• Molly Allender, The University of Texas - Austin

• Rachel E. Gaines, The University of Texas - Austin

• Andrea Butler

• Christopher J. Mccarthy, The University of Texas - Austin