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Do I Want to Die on That Hill?

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Do I Want to Die on That Hill? University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 8-2016 “Do I Want to Die on That Hill?”: Perceptions of Rural Appalachian English Teachers about Using Lesbian, Gay, Bisexual, Transgender, and Queer/Questioning Young Adult Literature in the Secondary English Classroom Stacey Rochelle Reece University of Tennessee, Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Secondary Education and Teaching Commons Recommended Citation Reece, Stacey Rochelle, "“Do I Want to Die on That Hill?”: Perceptions of Rural Appalachian English Teachers about Using Lesbian, Gay, Bisexual, Transgender, and Queer/Questioning Young Adult Literature in the Secondary English Classroom. " PhD diss., University of Tennessee, 2016. https://trace.tennessee.edu/utk_graddiss/3956 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Stacey Rochelle Reece entitled "“Do I Want to Die on That Hill?”: Perceptions of Rural Appalachian English Teachers about Using Lesbian, Gay, Bisexual, Transgender, and Queer/Questioning Young Adult Literature in the Secondary English Classroom." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Education. Susan L. Groenke, Major Professor We have read this dissertation and recommend its acceptance: Judson C. Laughter, Barbara J. Thayer-Bacon, Colleen P. Gilrane Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) “Do I Want to Die on That Hill?”: Perceptions of Rural Appalachian Secondary English Teachers about Using Lesbian, Gay, Bisexual, Transgender, and Queer/Questioning Young Adult Literature in the Secondary English Classroom A Dissertation Presented for the Doctor of Philosophy Degree The University of Tennessee, Knoxville Stacey Rochelle Reece August 2016 ii Dedication To all the LGBTQ students across the nation who have never seen themselves reflected in their school’s curriculum. You matter. This one’s for you all. iii Acknowledgements Writing this dissertation is easily one of the most challenging things I’ve ever done in my life. It certainly was not an individual process; several people helped me in more ways than they know. First, my doctoral committee is definitely the dream team! Dr. Barbara Thayer- Bacon – thank you for helping me be self-reflective, to figure out how all those experiences I’ve had in my life have shaped my thinking. Dr. Colleen Gilrane – thank you for helping me to get out of my own head, for reminding me just as we don’t want to label our students, we don’t need to worry about labeling a dissertation. Thank you for being a model of speaking up for students, for being vocal in doing what’s right for them, even if I’m standing alone. Dr. Judson Laughter – ‘sup? Thank you for helping me keep a sense of humor throughout this whole process and being a huge supporter of what I’m doing. You have never failed to encourage me. I truly enjoy every conversation we have. Also, thanks for those Doolittle Wednesdays and reminding me to fight the Matrix! Last but certainly not least, Dr. Susan Groenke – you have practically held my hand through this whole thing. Your support and caring has made all the difference in the final product of this dissertation as well as in me as an educator. You were the first one to support my idea for a study about LGBTQ topics. After a lifetime of hearing “no” it sure was life- changing to hear “yes” emphatically. Through it all you have been my cheerleader, my sounding board, my mentor, and my friend. You are my Yoda! Again, to each of you, thank you, thank you, thank you! To Christina Perkins, you read every draft of this and were always telling me how proud you are of me and how important the study is. You are my number one fan and biggest cheerleader, and I love you for that and so much more. We did it Girlz! To all of my interns and students, you have taught me so much more than I’ve taught you! I hope your careers are filled with joy. Best of luck to each of you. To all of my friends in the Johnson County School System, thank you. My career started there when I was a 23 year-old kid who knew practically nothing and spanned 20 years. You all have helped shape me into the educator I am today, and I’m indebted to you for that. I’ll never forget my time there. Hook ‘em Horns! iv Abstract Research from GLSEN has shown that rural, Southern schools are some of the most dangerous places to be for lesbian, gay, bisexual, transgender, and queer/questioning students. These students hear more disparaging language, face more bullying, have less resources for information, and are less likely to see positive representations of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) people in their school’s curriculum. Based on this research, I wanted to understand the perceptions of secondary English teachers in a small, Southern rural school district of using LGBTQ young adult literature (YAL) in the classroom. Drawing on parts of Paulo Freire’s dialogic method of research, I interviewed four secondary English teachers who were employed by the same small rural school system. My findings confirmed previous research by Thein (2013) and Stallworth, Gibbons, and Fauber (2006) that stated teachers did not teach LGBTQ texts because of fear of administration and others. The discussion includes implications for the non- inclusion of LGBTQ YAL in perpetuating a system of oppressive, tacit homophobia and recommendations for how teacher educators can use these texts in their classrooms as well as how administrators can support teachers. v Table of Contents Chapter 1 – Introduction ............................................................................................1 Statement of the Problem ...............................................................................4 Purpose of the Study ......................................................................................7 Research Question .........................................................................................8 Theoretical Framework ..................................................................................9 Young Adult Literature ..................................................................................12 Complexity and Rigor ........................................................................13 Value ..................................................................................................16 Queer Theory .................................................................................................18 Positionality Statement ..................................................................................19 Delimitations ..................................................................................................24 Limitations .....................................................................................................25 Definition of Terms ........................................................................................25 Organization of Study ....................................................................................26 Chapter 2 – Review of Literature ...............................................................................27 Teachers, Education, and LGBTQ Topics .....................................................28 Mirrors and Windows ....................................................................................33 LGBTQ YAL as Mirror .....................................................................37 LGBTQ YAL as Window ..................................................................40 Disrupting the Victim Narrative ....................................................................43 Classrooms Using LGBTQ Texts ..................................................................46 Chapter Summary ..........................................................................................53 Chapter 3 – Methods ..................................................................................................55 Research Context ...........................................................................................55 Redd County ......................................................................................55 Redd County High School .................................................................57 Redd County Middle School ..............................................................58 Redd County Board of Education Policy ...........................................59 Participants .....................................................................................................60 Cindy ..................................................................................................61 Loretta ................................................................................................61 Louise .................................................................................................62
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