On Becoming an LGBTQI Teacher: A Longitudinal Study of Two LGBTQI Preservice Elementary Teachers' Experiences

• In Event: Roundtable Session 42
  In Roundtable Session: LGBTQ Teachers, Faculty, and Professional Development

Abstract

Being an LGBTQI-identifying pre-service teacher presents particular challenges and marginalizing experiences; pre-service teachers must navigate different contexts and power dynamics (e.g., university, K-12 schools, mentor teachers, instructors, and social interactions) and make decisions about being open (“out”) regarding their LGBTQI identities. However, research efforts to date have focused on the experiences of LGBTQI educators already in schools (e.g. DeJean, 2008; Donahue, 2008). This longitudinal, qualitative study presents the experiences, perspectives, and challenges of two LGBTQI-identifying elementary preservice teachers through their year-long placement in student teaching. The study offers implications for teacher education programs about how to support, encourage, and advocate for LGBTQI preservice teachers by presenting the opportunities, experiences, fears, and successes for two LGBTQI preservice elementary teachers.

Authors

• Bridget Leigh Maher, University of Michigan - Ann Arbor

• William Toledo, University of Michigan - Ann Arbor