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Narrative of Teachers Who Make Safe Spaces for LGBTQ Students

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Narrative of Teachers Who Make Safe Spaces for LGBTQ Students (Un)Working Binaries, (Un)Doing Privilege: Narratives of Teachers Who Make Safe Spaces for LGBTQ Students DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jill M. Smith Graduate Program in Education The Ohio State University 2012 Dissertation Committee: Dr. Caroline T. Clark, co-advisor Dr. Mollie V. Blackburn, co-advisor Dr. George Newell iii Copyrighted by Jill M. Smith 2012 iv Abstract Research about lesbian, gay, bisexual, and transgender youth reveals that the presence of supportive staff contributes to the comfort and success of lesbian, gay, bisexual, transgender and questioning (LGBTQ) students. LGBTQ students who do not have this kind of support are more likely to miss school, get lower grades, and experience depression. School safety and anti-bullying programs that are used to inform staff about how to be supportive, however, are often generic and do not name or address issues of heteronormative privilege in schools. In an effort to fill this gap, this study looks closely at the life story narratives of three high school teachers who were nominated by student members of a Gay-Straight Alliance (GSA) as creating safe spaces for LGBTQ students and my life story narrative as a teacher- researcher. These narratives offered insights into ways that straight teacher allies identified themselves and were identified by students in a large suburban school. Findings of this study reveal three major categories of ally approaches: pedagogical, narrative, and collegial. Results indicated that all of these approaches had both strengths and limitations. In addition, findings indicated that institutionally supported binaries including art/athletics and protect/punish were reflected in the ways participants performed ally work. Further, data revealed that these binaries were linked to heteronormative privilege. Explicit conversations about teachers who do ally work and the heteronormativity of hegemonic power structures in schools increases our understanding of how to better support LGBTQ students in order to develop authentically supportive curricula, policies, and practices. v Dedication This dissertation is dedicated to all of the GSA students. Thank you for your patience. 6 Abstract Research about lesbian, gay, bisexual, and transgender youth reveals that the presence of supportive staff contributes to the comfort and success of lesbian, gay, bisexual, transgender and questioning (LGBTQ) students. LGBTQ students who do not have this kind of support are more likely to miss school, get lower grades, and experience depression. School safety and anti-bullying programs that are used to inform staff about how to be supportive, however, are often generic and do not name or address issues of heteronormative privilege in schools. In an effort to fill this gap, this study looks closely at the life story narratives of three high school teachers who were nominated by student members of a Gay-Straight Alliance (GSA) as creating safe spaces for LGBTQ students and my life story narrative as a teacher- researcher. These narratives offered insights into ways straight teacher allies identified themselves and were identified by students in a large suburban school. Findings of this study reveal three major categories of ally approaches: pedagogical, narrative, and collegial. Results indicated that all oapproaches had both strengths and limitations. Findings indicated that institutionally supported binaries including art/athletics and protect/punish were reflected in the ways participants performed ally work. Further, data revealed that these binaries were linked to heteronormative privilege. Explicit conversations about teachers who do ally work and the heteronormativity of hegemonic power structures in schools increases our understanding of how to better support LGBTQ students in order to develop ii authentically supportive curricula, policies, and practices iii Dedication This dissertation is dedicated to all of the GSA students. Thank you for your patience. iv Acknowledgements First, I would like to thank my co-advisors, Drs. Caroline Clark and Mollie Blackburn, whose respective and collective knowledge, faith, and patience have made possible the writing and completion of this study. With all my heart, I thank you both for inspiring me daily and for being the best teachers ever. I also would like to thank former committee member, Dr. David Herman, who not only introduced me to exciting field of narrative study, but also offered a welcome invitation to learn more about it. Please know that your expertise, kindness, and generous, lightning-fast feedback have been integral to my transformation into a more thoughtful storyteller and, as importantly, a better listener. Also I would like to extend a big thank-you to Dr. George Newell, who has generously contributed his time and energy to helping me over the span of nearly a decade of inquiry. I also would like to acknowledge my gratitude to Dr. Patti Lather and Dr. Anna Soter. Both have showed me times when its possible to have your cake and eat it too. I am thankful their sublime philosophies. It is impossible to fully express my thanks for the incredible amount of support my family has provided. Often times it felt more like we were all going to graduate school together. First, I would like to thank my grandmother Helen, who I knew only through stories, but who has been a great inspiration. Mom, I thank you for the unconditional backing you have given me over the past 41 years. You have v been my best friend since day one. I would also like to thank my sister, Jen, who is the shortest, wisest, and most supportive person I know. I appreciate your love, proofreading skills and tomato soup—all are second to none. Thank you, as well, to my brother-in-law Scott, whose humor and care help keep me calm no matter what I have pursued. And last but not least, thank you to my father, John Williams, who has kept me in supplies and always said I could tackle big things, no matter how scary they look. Thanks, Dad, for all of your love and encouragement. I also want to acknowledge the Pink TIGers who have supported me like a second family during the course of this study and beyond: Lauren, Anette, Mindy, Ryan, Ariel, Jeane, Maree, Noah, Dana, and, of course, Mollie and Caroline. Thanks to each of you for listening and for sharing your own stories. I am very happy to know such kind, smart people. Thanks to my friends and colleagues for their invaluable insights as well as supplying me with peace, Kleenex, coffee, Schneider’s, walks, and happy hour beers when I needed these things most: Lydia, Michelle, Jen, Andrea, Jim, Amy, Katie, Deb, Susannah, Kyle, Pam, Deanna, Anne, Keith, and Jill. Also, a very special thanks to Kyle, my favorite coach, for countless hours of listening, for always holding my hand, and for letting me paint whatever I wanted. And finally, a tremendous thank-you to the participants in this study: Katie, Derrick, and Jason. Without your trust, professionalism, and interest this study would not have been possible. vi Vita June 18, 1970…………………………………………Born—Columbus, Ohio 1992……………………………………………………….B.A. in Education Ohio University Athens, Ohio 2003……………………………………………………….M.A. in Education The Ohio State University Columbus, Ohio 1997-2011………………………………………………Educator, Secondary Education Westerville City Schools Westerville, Ohio 2011-present............................................................Program Co-Manager, Middle Childhood and Instructor, The Ohio State University Columbus, Ohio vii Publications Blackburn, M.V. and Smith, J.M. (2010). Moving beyond the inclusion of LGBT- themed literature in English language arts classrooms: Interrogating heteronormativity and exploring intersectionality. Journal of Adolescent & Adult Literacy. 53(8). (pp.625-624). Smith, J.M. (2010). Overcoming an identity of privilege to support LGBT inclusivity in high school. In M.V. Blackburn, C.T. Clark, L.M. Kenney, & J.M. Smith (Eds.), Acting out!: Combating homophobia through teacher activism (pp. 114-126). New York: Teachers College Press. Smith, J.M. (2007). Montana 1948: Crossing boundaries with queer theory. In Soter, A.O., Faust, M. & Rogers, T.C. (Eds.), Interpretive Play: Using Critical Perspectives to Teach Young Adult Literature (pp.161-171). Christopher-Gordon. Norwood, MA. Fields of Study Major Field: Education Cognate Areas: Queer Theory Narrative Reader Response viii Table of Contents Abstract…………………………………………………………...………….…….….ii Dedication……………………………………………………..…….….……...……iv Acknowledgments…………………………………..……………..……...……...v Vita…………………………………………………………………….………….…....vi Chapter 1: Introduction to the Study………………………………….…..1 Statement of the Problem…………………………...…................4 Research Questions………………………………………….…...….5 Background of the Statement of the Problem…….…...….6 Organization of the Dissertation………………………...……11 Chapter 2: Literature Review………………………………………..………13 LGBTQ Acronym……………………………………………...……...13 Ally Work and Allies…………………………………………...…..14 Resources and Materials………………………………………….16 Defining Space…………………………………...……………………20 Defining Safety…………………………………………...…………...22 Narrative Studies…………………………………………..………..23 Chapter 3: Methodology and Methods………………………….…….….27 Qualitative Research…………………………..……………….….28 Narrative Inquiry……………………………..…………...………..29 ix Methods………………………………………………….…..……...…..32 Ethical Issues and Representation…………..……….....……41 Challenges and Struggles…………………………….……......…44
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