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A Phenomenological Examination of Self-Identifying LGBTQ Public School Educators

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A Phenomenological Examination of Self-Identifying LGBTQ Public School Educators View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by DigitalCommons@CSP (Concordia University St. Paul) Concordia University St. Paul DigitalCommons@CSP Concordia University Portland Graduate CUP Ed.D. Dissertations Research Spring 6-21-2017 Storied Lives, Unpacked Narratives, and Intersecting Experiences: A Phenomenological Examination of Self-Identifying LGBTQ Public School Educators Robert J. Bizjak Concordia University - Portland, [email protected] Follow this and additional works at: https://digitalcommons.csp.edu/cup_commons_grad_edd Part of the Education Commons Recommended Citation Bizjak, R. J. (2017). Storied Lives, Unpacked Narratives, and Intersecting Experiences: A Phenomenological Examination of Self-Identifying LGBTQ Public School Educators (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/ cup_commons_grad_edd/88 This Dissertation is brought to you for free and open access by the Concordia University Portland Graduate Research at DigitalCommons@CSP. It has been accepted for inclusion in CUP Ed.D. Dissertations by an authorized administrator of DigitalCommons@CSP. For more information, please contact [email protected]. Concordia University - Portland CU Commons Ed.D. Dissertations Graduate Theses & Dissertations Spring 6-21-2017 Storied Lives, Unpacked Narratives, and Intersecting Experiences: A Phenomenological Examination of Self-Identifying LGBTQ Public School Educators Robert J. Bizjak Concordia University - Portland Follow this and additional works at: https://commons.cu-portland.edu/edudissertations Part of the Education Commons CU Commons Citation Bizjak, Robert J., "Storied Lives, Unpacked Narratives, and Intersecting Experiences: A Phenomenological Examination of Self- Identifying LGBTQ Public School Educators" (2017). Ed.D. Dissertations. 39. https://commons.cu-portland.edu/edudissertations/39 This Open Access Dissertation is brought to you for free and open access by the Graduate Theses & Dissertations at CU Commons. It has been accepted for inclusion in Ed.D. Dissertations by an authorized administrator of CU Commons. For more information, please contact libraryadmin@cu- portland.edu. Concordia University – Portland College of Education Doctorate of Education Program WE, THE UNDERSIGNED MEMBERS OF THE DISSERTATION COMMITTEE, CERTIFY THAT WE HAVE READ AND APPROVE THE DISSERTATION OF Robert J. Bizjak CANDIDATE FOR THE DEGREE OF DOCTOR OF EDUCATION Jerry McGuire, Ph.D., Faculty Chair Dissertation Committee Anne Grey, Ed.D., Content Specialist Marty A. Bullis, Ph.D., Content Reader ACCEPTED BY Joe Mannion, Ed.D. Provost, Concordia University – Portland Sheryl Reinisch, Ed.D. Dean, College of Education, Concordia University – Portland Jerry McGuire, Ph.D. Director of Doctoral Studies, Concordia University – Portland Storied Lives, Unpacked Narratives, and Intersecting Experiences: A Phenomenological Examination of Self-Identifying LGBTQ Public School Educators Robert J. Bizjak Concordia University – Portland College of Education Dissertation submitted to the Faculty of the College of Education in partial fulfillment of the requirements for the degree of Doctor of Education Jerry McGuire, Ph.D., Faculty Chair Dissertation Committee Anne Grey, Ed.D., Content Specialist Marty A. Bullis, Ph.D., Content Reader Concordia University – Portland Abstract The thrust of this qualitative study was to research, reveal, explore, and understand the lived experiences of self-identifying lesbian, gay, bisexual, transgender, and queer (LGBTQ) public school educators through formal, qualitative interviews. The researcher interviewed six self- identifying LGBTQ public school teachers using a phenomenological framework, braced by history, queer theory/criticism, and intersectionality. In-depth, rich, and prolonged semi- structured interviews yielded personal, candid, and poignant insight from the six co-researchers. Further, by using a narrative approach, this phenomenological study revealed five emergent themes and discussed how these interpenetrating themes captured the essence of these six teachers’ lived experiences. The five salient themes revealed that self-identifying LGBTQ public school teachers want to maintain meaningful relationships with their students, experience fear (in terms of both being rejected by and losing relationships with students), struggle with the decision to self-disclose their sexual orientations at work, and need to feel safe and affirmed at work through safe spaces and district inclusivity. Keywords: self-identifying LGBTQ, self-identifying LGBTQ teachers, phenomenology, LGBTQ phenomenology, intersectionality, LGBTQ intersectionality ii Dedication This work of love is dedicated to those self-identifying LGBTQ public school teachers whose voices have been either lost, silenced, or never celebrated, and, most importantly, to those teachers’ voices yet to be heard. iii Acknowledgments I am eternally grateful to the amazing group of professors and advisors who guided me as I journeyed through this life-changing project. First, to my dissertation chair, mentor, and collaborator, Dr. Jerry McGuire, whose much-deserved retirement from education does not signal an ending but rather a new beginning and a new adventure—for both of us. Second, to my reader and research champion, Dr. Marty A. Bullis, whose early Saturday morning and late evening meetings I am going to miss. Third, to my content specialist, Dr. Anne Grey, thank you for always aiding and believing in my research. Your insight and observations were so crucial to this study. I cannot thank each of you enough for your unwavering, enthusiastic, and generous encouragement over the past three years. It has been an honor to work with each of you, to call each of you mentors, and, most importantly, to call each of you friends. To my six courageous co-researchers: Cassandra, Chris, Josh, Laila, Sam, and Stephanie: the number of thank you notes I would have to write to show you my gratitude toward your participation in this phenomenological study would be longer than the dissertation itself. Thank you, first, for allowing me to share your candid and intimate stories, histories, and experiences with the world. Each of you has inspired me to become a stronger educator and a prouder gay leader for my students. Second, each intersecting thread of your narratives wove this dissertation into its entirety and drove me to bring life to the most emotional thing I have ever written. I am lucky to share this study with you in hopes of effecting change and promoting social justice and equity for all teachers. To the members of Concordia’s Institutional Review Board: thank you for entrusting me to represent the university through and for supporting my qualitative research. iv Next, to my mentor, editor, computer-program extraordinaire, and dearest friend, Dr. Darlene Geddes: without you, I would not have finished this project. Your involvement in and loyalty to my study is so great, you deserve a second doctorate. To my friend, editor, and fellow phenomenologist, Dr. Kristina Granby, thank you for reading and editing my dissertation. Your insights were invaluable. To the amazingly talented Lynne Blanchard and Denise Pasquinelli: your contribution to this project is immeasurable; each of you made this dissertation possible. To my friend and fellow doctor of education, Dr. Eryn Berg, thank you for the countless counseling sessions, late-night telephone calls, and encouraging text messages—we did it! To my family of champions: my mom and rock, Joanne Vincent; my brothers and heroes, Jeremy and Justin Bizjak; and my guardian angels, my grandmothers, Josephine (Blaz) Bizjak and Patricia (Monahan) Pahut: each of you has inspired, encouraged, and motivated me more than you can imagine. Each of you has made me who I am—a dreamer, a leader, a teacher. Your unconditional love has shown me that you will believe in me no matter how many letters follow my name. I dedicate my life’s work to you. To my supportive colleagues, cherished friends, and courageous students throughout the Hillsboro School District: please know that the hours I committed to this project were to make our professional lives richer, our learning environments safer, and our roles as educators more powerful and impactful than ever. Last, thank you to the many teachers upon whose shoulders I stand as a self-identifying gay public school teacher. This dissertation is dedicated to those future self-identifying LGBTQ public school teachers who will eventually stand on my shoulders as they continue to fight for the rights and liberties that each of each of us so desperately deserves. v Table of Contents Abstract ........................................................................................................................................... ii Dedication ...................................................................................................................................... iii Acknowledgments.......................................................................................................................... iv Chapter 1: Introduction to the Problem ...........................................................................................1 History of the Homosexual and the American Public School Classroom ...........................4 The genesis of American public education ..............................................................4 (En)gendering societal norms ..................................................................................5
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