Grounded Theory Study of Teachers' Interactions With Gender and Sexually Diverse Students: Balancing School Ethos

• In Event: Roundtable Session 52
  In Roundtable Session: Lives of Teachers: Teacher Image, Knowledge, and Quality

Abstract

Anti-bullying campaigns and legislation are on the rise, and school districts are fighting in favor of and against various forms of support for gender and sexually diverse (GSD) students, creating very distinct experienced ethoses in their schools. The purpose of this paper drawn from a grounded theory study is to explore how schools and teachers interact with the educational policies in place to create a balanced ethos. The first theme that shows how gender and sexually diverse (GSD) students are often expected to be silent about themselves and their issues is don’t ask, don’t tell. The second theme, policy is just a beginning, revealed that inclusive policy alone is not enough, administration must interact with these policies and GSD students.

Authors

• Frankie W. Huff, Seminole State College of Florida

• Elsie Lindy Olan, University of Central Florida