Using Minority Stress Theory as a Conceptual Lens to Frame the Experiences of Teacherfy as LGBTQ+.s Who Identi

Samual Stones, JONATHAN GLAZZARD

Research output: Contribution to journalArticlepeer-review

Abstract

Throughout history teachers who identify as Lesbian, Gay, Bisexual, Transgender or Queer (LGBTQ+) have experienced prejudice, discrimination and restrictions to their agency. Heteronormative cultures have prevailed in schools worldwide, despite advances in legislation and the existence of more liberal attitude towards non-normative gender identities and sexual orientations in recent years. This has resulted in teachers passing off as heterosexual or covering up their personal identities, resulting in internalised homophobia. This paper draws on Meyer’s model of minority stress (Meyer, 2003) to illustrate how minority groups can be affected by overlapping stressors. It examines the limitations of this framework and presents an adapted version which more accurately reflects the factors which shape the experiences of teachers who identify as LGBTQ+.

Original languageEnglish
Pages (from-to)1-15
Number of pages15
JournalInternational Journal of Learning, Teaching and Educational Research
Volume18
Issue number7
Early online date31 Jul 2019
DOIs
Publication statusPublished - 31 Jul 2019

Keywords

  • Inclusion
  • LGBTQ+
  • Minority Stress
  • Schools
  • Teachers

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