Fighting Heteronormativity in Schools: Addressing Challenges Faced by New LGBTQ+ Teachers Through Induction Program Supports (Poster 15)

• In Event: AERA Poster Session Saturday 3:20 p.m.
  In Poster Session: Lives of Teachers Poster Session

Abstract

Teacher induction programs support retention by helping new teachers navigate early career challenges. However, LGBTQ+ teachers face unique challenges often overlooked in traditional US programs. This study conceptualizes induction supports for LGBTQ+ teachers using queer theory and autoethnographic methods, analyzing literature, international programs, US legislation, and Author_1’s experiences as an LGBTQ+ teacher. Findings reveal challenges such as minimal curricular representation, discrimination, and constraints on sharing personal details. To address these issues and improve LGBTQ+ teacher retention, the study proposes tailored school-level induction supports, including communities of practice, administrative support, conferencing, mentorship, and confronting heteronormative practices.

Authors

• Shawn McElveen, Fairfax County Public Schools

• Andrew L. Kipp, Texas A&M University