Date on Master's Thesis/Doctoral Dissertation

12-2025

Document Type

Doctoral Dissertation

Degree Name

Ed. D.

Department

Educational Leadership, Evaluation and Organizational Development

Degree Program

Educational Leadership and Organizational Development, EDD

Committee Chair

Brydon-Miller, Mary

Committee Member

Powers, Deborah

Committee Member

Fields, Nicole

Committee Member

Ringstaff, Tytianna

Author's Keywords

gay; gay men; education; men studies; queer; queer studies

Abstract

This qualitative life history study explored the lived experiences of gay male educators navigating authenticity, visibility, and advocacy in K–12 schools across Kentucky. Using Queer Theory as the primary framework, complemented by Queer Pedagogy, Culturally Relevant Pedagogy, and Minority Stress Theory, the research examines how social, institutional, and political contexts shape the professional lives and identity expression of gay men working in educational settings. Semi-structured, in-depth interviews were conducted with ten participants, each sharing life narratives that illuminated the intersection between personal authenticity and professional identity within politically and religiously conservative environments. Through reductive analysis and thematic coding, four overarching themes emerged: (1) Authentic Identity in Educational Contexts, (2) LGBTQ+ Visibility, Representation, and Advocacy in Education, (3) Administrative Influences in LGBTQ+ Experiences, and (4) Political and Regional Identity Tensions. Findings indicated that authenticity functioned both as a personal act of self-acceptance and as a pedagogical strategy that fostered student belonging. Participants’ visibility in schools often served as a form of advocacy but also exposed them to professional and emotional risks amplified by the absence of explicit administrative or policy protections. Supportive leadership and inclusive school climates were found to mitigate these risks, while restrictive legislation, ivsuch as Kentucky’s Senate Bill 150, intensified concealment behaviors and anxiety among educators. The study concludes that institutional silence around LGBTQ+ issues perpetuates minority stress and undermines equity in schools. Conversely, explicit administrative advocacy, enumerated nondiscrimination policies, and professional learning that affirms diversity enhance authenticity and climate safety for both teachers and students. The research contributes to a growing body of scholarship emphasizing that identity-affirming practice is not merely a personal choice but a leadership and policy imperative. Recommendations call for stronger district-level protections, principal training on LGBTQ+ inclusion, and systemic implementation of culturally responsive frameworks. The study underscores the need for continued inquiry into the intersectional experiences of LGBTQ+ educators, particularly across regional, racial, and generational lines. Ultimately, these findings argue that affirming LGBTQ+ authenticity in education strengthens teacher well-being, student inclusivity, and democratic values of equity and representation.

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