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Experiences of educators who identify as lesbian, gay, and bisexual.
Simons, Jack D; Hahn, Sarah; Pope, Mark; Russell, Stephen T.
Afiliación
  • Simons JD; Department of Counseling, Mercy College, Dobbs Ferry, New York, USA.
  • Hahn S; Department of Behavioral Sciences, Mercy College, Dobbs Ferry, New York, USA.
  • Pope M; Department of Human Development and Family Sciences, University of Missouri, St. Louis, Missouri, USA.
  • Russell ST; Department of Education Sciences and Professional Programs, University of Texas, Austin, Texas, USA.
J Gay Lesbian Soc Serv ; 33(3): 300-319, 2021.
Article en En | MEDLINE | ID: mdl-34121828
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 24 U.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.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Tipo de estudio: Qualitative_research Idioma: En Revista: J Gay Lesbian Soc Serv Año: 2021 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Tipo de estudio: Qualitative_research Idioma: En Revista: J Gay Lesbian Soc Serv Año: 2021 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos