https://orcid.org/0000-0001-5598-0892
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ABSTRACT
LGBTQ+-identifying preservice teachers must navigate several different contexts, including the university and public schools, wherein they must make decisions about being open (“out”) regarding their LGBTQ+ identities. However, the small amount of research to date has typically focused on the experiences of LGBTQ+ educators already actively working in public schools. In this year-long, qualitative case study, we present the experiences, perspectives, and challenges of two elementary preservice teachers who identify as gay and lesbian through their year-long student teaching placement. The study offers implications for teacher education programs about often overlooked ways to recruit, support, and advocate for LGBTQ+ preservice teachers.
Disclosure statement
No potential conflict of interest was reported by the authors.
Correction Statement
This article has been republished with minor changes. These changes do not impact the academic content of the article.
Notes
1. As previously noted, although we use the LGBTQ+ acronym in this work to highlight the diversity and strength of the community, it is important to note that we understand and appreciate the difference between gender identity and sexual orientation identity. Additionally, we use the acronym to be faithful to our conceptualization of fluid identities and to our participants’ evolving identities. Although David identified as a cisgender male during the time of this study, he has since informed us that he identifies as “queer” and no longer identifies as a cisgender male.
2. The participants in this study did not receive course or university credit for participating in this study. It was voluntary participation and time was shaped by their interests and needs.