Does Anyone Really Know Me? Sexual and Gender–Diverse School Leader Perceptions of Authentic Leadership

• In Event: Fairmont Roundtable Session Eighteen
  In Roundtable Session: Complicated Turf: Exploring and Expanding Borders and Boundaries of Being and Belonging (Table 1)

Abstract

Sexual and gender diverse (SGD) educational leaders balance intersections of personal and professional identity within the K–12 public school workplace. The problem was the conditions supporting SGD educational leaders to self-disclose aspects of sexual and gender identity in K–12 public school leadership roles were unknown. The study explored the lived experiences of SGD educational leaders and the conditions influencing the presentation of authentic self within K–12 public school leadership roles. Relational leadership theory and social identity theory provided the theoretical frameworks for the study. Results of this study may assist public school institutions in identifying and implementing equitable supports for SGD leaders to present authentically while increasing visibility and providing additional research on sexual and gender diversity.

Author

• Shane Jensen, American College of Education
  Presenting Author