Experiences of educators who identify as lesbian, gay, and bisexual

被引：4
|
作者：
Simons, Jack D. [1 ]
Hahn, Sarah [2 ]
Pope, Mark [3 ]
Russell, Stephen T. [4 ]
机构：
[1] Mercy Coll, Dept Counseling, Dobbs Ferry, NY 10522 USA
[2] Mercy Coll, Dept Behav Sci, Dobbs Ferry, NY 10522 USA
[3] Univ Missouri, Dept Human Dev & Family Sci, St Louis, MO 63121 USA
[4] Univ Texas Austin, Dept Educ Sci & Profess Programs, Austin, TX 78712 USA
来源：
JOURNAL OF GAY & LESBIAN SOCIAL SERVICES | 2021年 / 33卷 / 03期
基金：
美国国家卫生研究院;
关键词：
Educators; LGBT; lived experiences; phenomenology; MENTAL-HEALTH; FACULTY;
D O I：
10.1080/10538720.2021.1875947
中图分类号：
C916 [社会工作、社会管理、社会规划];
学科分类号：
1204 ;
摘要：
The focus of the phenomenological qualitative study was on the lived experiences of U.S. educators who identified as lesbian, gay, and bisexual (LGB). Life story data regarding stress, coping, and identity were gathered, triangulated, and analyzed from 24U.S. educators who identified as LGB teachers, mentors, and coaches. Four themes resulted: (a) subscribing to a helping identity, (b) being effective as an educator, (c) experiencing different levels of support, and (d) being out about sexual orientation to different degrees. Recommendations for future research are provided.
引用
收藏
页码：300 / 319
页数：20
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