Using minority stress theory as a conceptual lens to frame the experiences of teachers who identify as LGBTQ+

Samuel, Stones; Jonathan, Glazzard

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+.

Citation

Samuel, S., & Jonathan, G. (2019). Using minority stress theory as a conceptual lens to frame the experiences of teachers who identify as LGBTQ+. International Journal of Learning, Teaching and Educational Research, 18(7), 1-15. https://doi.org/10.26803/ijlter.18.7.1

• Journal Article Type: Article
• Publication Date: Jul 1, 2019
• Deposit Date: Oct 25, 2023
• Publicly Available Date: Nov 7, 2023
• Journal: International Journal of Learning, Teaching and Educational Research
• Print ISSN: 1694-2493
• Electronic ISSN: 1694-2116
• Publisher: Society for Research and Knowledge Management
• Peer Reviewed: Peer Reviewed
• Volume: 18
• Issue: 7
• Pages: 1-15
• DOI: https://doi.org/10.26803/ijlter.18.7.1
• Keywords: LGBTQ+; Teachers; Inclusion; Minority stress; Schools
• Public URL: https://hull-repository.worktribe.com/output/4425131