Navigating Lesbian, Gay, Bisexual, Transgender, and Queer Teacher Identities in Science Classrooms

A Comparative Case Study

Dados Bibliográficos

ID21392877
AutoresGary W Wright (0000-0002-5362-1922, Department of Learning Teaching, and Curriculum University of Missouri Columbia Missouri USA, autor correspondente), Austin Gaskin (0009-0005-9004-0229, Department of Music Education University of Missouri Columbia Missouri USA)
Ano2026
Volume110
Fascículo2
Páginas654-672
Data de publicação2026-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoScience Education (JOURNAL)
Identificadores do periódicoISSN: 0036-8326 • E-ISSN: 1098-237X
EditoraWiley (PUBLISHER • GB)
DOI10.1002/sce.70030
OpenAlexW4415539207
IdiomaEN
Citações recebidas1
Referências citadas69

This qualitative comparative case study explores how two LGBTQ science teachers, one teaching in a rural community and the other in a suburban setting, navigated their LGBTQ identities and engaged with gender and sexual diversity(GSD)‐inclusive science teaching (GSDST) after participating in a targeted GSD‐aligned professional development program. Grounded in queer theory and LGBTQ teacher identity frameworks, the study examines how place‐based sociopolitical, institutional, and cultural contexts shaped teachers' sense of visibility, legitimacy, and professional possibility regarding GSDST. Despite shared commitments to inclusion, neither teacher implemented a full GSDST lesson; instead, each adopted cautious, context‐responsive strategies that reflected their distinct school and community environments. Findings illustrate how geographic context intersects with identity to shape the enactment of GSDST. This study contributes to LGBTQ teacher identity scholarship and underscores the importance of context‐sensitive, system‐level support for advancing GSD equity in science education

Comparative case · Context (archaeology) · Grounded theory · Identity (music) · Lesbian · Qualitative research · Queer · Scholarship · Sexual identity · Diverse Education Studies and Reforms · Diverse Educational Innovations Studies · Gender Roles and Identity Studies