LGBTQ Educators' Experiences Around a Midwestern "Lib-Rural" Bubble

• In Event: What Does It Mean to Be Visible? Illuminating LGBTQ+ Students' and Teachers' School Experiences

Abstract

This multiple case study examines the lived experiences of LGBTQ educators’ who teach in rural Appalachian schools. Using a Queer Theory lens, this study explored how heternormativity shaped the school culture and influenced LGBTQ educators process of navigating job security, satisfaction, and teaching practices. Findings indicated that participants felt the need to negotiate gender non-conformity and sexual identity, the local political context of the school community and establishing trust mattered in creating a sense of job security, and LGBTQ educators were more likely to bring critically minded curricula and teaching practices to their classrooms.

Authors

• Brian Brady, Ohio University

• Lisa Harrison, Ohio University