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In Their Own Voices: the Lived Personal and Professional Experiences of Lesbian/Gay/Bisexual/Transgender School Administrators Principal Investigator: Michael J

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In Their Own Voices: the Lived Personal and Professional Experiences of Lesbian/Gay/Bisexual/Transgender School Administrators Principal Investigator: Michael J Running head: IN THEIR OWN VOICES: LG[BT] SCHOOL ADMINISTRATORS IN THEIR OWN VOICES: THE LIVED PERSONAL AND PROFESSIONAL EXPERIENCES OF LESBIAN/GAY/[BISEXUAL/TRANSGENDER] SCHOOL ADMINISTRATORS By MICHAEL J. AUCIELLO A dissertation submitted to the Graduate School of Education Rutgers, The State University of New Jersey in partial fulfillment of the requirements for the degree of Doctor of Education Graduate Program in Educational Administration and Supervision written under the direction of ________________________________________ Catherine A. Lugg, Ph.D., Chair ________________________________________ James W. Koschoreck, Ph.D., Committee ________________________________________ Melinda M. Mangin, Ph.D., Committee New Brunswick, New Jersey May 2016 IN THEIR OWN VOICES: LG[BT] SCHOOL ADMINISTRATORS © 2016 Michael J. Auciello ALL RIGHTS RESERVED ii IN THEIR OWN VOICES: LG[BT] SCHOOL ADMINISTRATORS ABSTRACT IN THEIR OWN VOICES: THE LIVED PERSONAL AND PROFESSIONAL EXPERIENCES OF LG[BT]1 SCHOOL ADMINISTRATORS By MICHAEL J. AUCIELLO Dissertation Chair: Catherine A. Lugg, Ph.D. Historically, educational administrators have been delegated the responsibility of policing the traditionally accepted mainstream gender identities and sexual norms of society and naturally perceived as heterosexual (Harbeck, 1992, 1997). These responsibilities often lead to the creation and stewardship of a hostile educational climate toward LGBT staff members and youth (Kissen, 1996). I conducted a study into the lived personal and professional experiences of LG[BT] school administrators to better understand how power and politics in schools affect the experiences of sexual minority educational leaders. The following research questions guided this study: 1) How do LG[BT] administrators define leadership and their roles in schools?; 2) How does an LG[BT] administrator’s understanding of his or her sexuality influence (the development of) his or her building priorities as a leader?; and 3) Why do some LG[BT] administrators choose to come out while others remain closeted? The dissertation employed a phenomenological multiple case study design. Using interview protocols, I interviewed eight LG[BT] public school administrators: five gay men and 1 In this specific study, the use of brackets in the acronym LG[BT] indicates that although bisexual and transgender school leaders were invited to participate, none of the participants identified as such. iii IN THEIR OWN VOICES: LG[BT] SCHOOL ADMINISTRATORS three lesbians. Pseudonyms were used in lieu of actual names for confidentiality. For purposes of triangulation, the data were collected from multiple sources including documents, standardized structured interviews, and direct observation. Five major themes were derived from the data: 1) Fear; 2) A desire to help others; 3) Increased sensitivity to diversity; 4) Personal integrity and resilience; and 5) Mutual respect between administrators, staff members, and students. Additional clusters of subthemes also emerged from these major themes. The findings yielded that LG[BT] administrators sought positions in leadership for the same reasons as heterosexuals and subsequently endured similar challenges. Their priorities varied in accordance with their degrees of public disclosure. Finally, decisions to come out or remain closeted remained dependent on the following factors: 1) The political demographics comprising the school community where each participant lived and worked; 2) The racial/ethnic demographics comprising the school community; 3) Support provided by staff members and higher level administrators; and 4) Degrees of gender conforming behavior as measured by one’s perceived masculinity or femininity. iv IN THEIR OWN VOICES: LG[BT] SCHOOL ADMINISTRATORS ACKNOWLEDGMENTS I would never have been able to complete this dissertation without the faith and guidance of my advisor, committee members, study participants, encouragement from friends, and support from my parents and family members. I would like to express my deepest gratitude to my advisor, Dr. Catherine A. Lugg, for her excellent guidance throughout this journey, caring nature, patience throughout my admittedly routine procrastination, and for providing me with unending support and enormous faith in my ability to complete this project. I would also like to thank Drs. James W. Koschoreck and Melinda M. Mangin, for agreeing to serve on my dissertation committee, their constant belief in my work, and reassurance of the importance of this topic. Much thanks goes to all of my participants: Alex, Barbara, Claire, Colin, Edward, Fernando, Lorraine, and Paul. You each know who you are, and this project would never have been possible without the input from each of you. Thank you for being so brave and courageous enough to share your stories. I hope I was able to do you all some form of justice. Additional thanks go to my former classmates who have since become friends as a result of this journey. Thank you for encouraging me to “hang in there” and continuing to push me forward whenever I felt overwhelmed and exhausted—which was often. Finally, I would also like to thank my parents, Cecilia M. Auciello and Joseph R. Auciello, for being my greatest cheerleaders and pushing me forward whenever I was on the verge of giving up; my grandmothers Carmen L. Carlo and Mary Zegarelli for their continuous encouragement and best wishes; and my aunt, Olga Sauter, for continuing to believe in me. I would never have made it without the support from each of you. v IN THEIR OWN VOICES: LG[BT] SCHOOL ADMINISTRATORS DEDICATION I dedicate this dissertation to my late grandfather, Cecilio M. Carlo, and my late uncle, Rudolph G. Sauter, whose good examples taught me the value of education and the importance of working hard for everything I desire to achieve. Although you are not here physically to celebrate with me in my accomplishments, I know you are both looking down at me and are extremely proud. I also dedicate this dissertation to the courageous queer scholars who have come before me: Jackie Blount, Colleen Capper, John D’Emilio, William DeJean, Karen Graves, Pat Griffin, Karen Harbeck, Frank Hernandez, Didi Khayatt, Catherine Lugg, James Koschoreck, Ian Macgillivray, Eric Rofes, Autumn Tooms Cypres, and anyone else who I may have neglected to mention. Your work paved the way for this project, and I am truly grateful for the opportunity to make this small contribution. Finally, I dedicate this work to all LGBT educators and administrators, past, present, and future. Your stories and resilience have inspired me along my journey, and I consider it a privilege to have had this opportunity to give a small handful of you a voice in hopes of assisting in the quest for change in some albeit small way. vi IN THEIR OWN VOICES: LG[BT] SCHOOL ADMINISTRATORS TABLE OF CONTENTS ABSTRACT…………………………………………………………………………………...…iii ACKNOWLEDGMENTS……………………………………………………………….………..v DEDICATION………………………………………………………………………………..…..vi LIST OF TABLES………………………………………………………………………………..ix LIST OF APPENDICES…………………………………………………………………………..x CHAPTER ONE: INTRODUCTION……………………………………………………………..1 Background Information and the Context of the Study………………………………………..5 Statement of the Problem……………………………………………………………………..12 Statement of Purpose and Research Questions……………………………………………….15 Significance of the Study……………………………………………………………………..15 Definition of Terms…………………………………………………………………………...16 Summary of the Introduction…………………………………………………………………18 CHAPTER TWO: LITERATURE REVIEW……………………………………………………20 A Brief History of the Gay Rights Movement in the United States………………………….21 Gay and Lesbian Classroom Teachers………………………………………………..............29 A Brief History of Homophobia in Education…………………………………………….29 The Experiences of Gay and Lesbian Teachers…………………………………………...41 Gay and Lesbian School Administrators……………………………………………………..54 Homophobia in Educational Administration……………………………………………...54 The Experiences of Gay and Lesbian School Administrators…………………………….59 Summary of the Literature Review…………………………………………………………...63 CHAPTER THREE: METHODOLOGY………………………………………………………..69 Research Study Design……………………………………………………………………….69 Phenomenological Approach……………………………………………………………...69 Multiple Case Study Design………………………………………………………………71 Data Collection Methods……………………………………………………………………..73 Participant Selection………………………………………………………………………73 Standardized Interviews and Interview Protocols…………………………………………74 Interview Guide Approach………………………………………………………………...75 Collection of Documents………………………………………………………………….76 Data Analysis Plan……………………………………………………………………………76 Procedures for the Study…………………………………………………………………..76 Data Analysis……………………………………………………………………………...79 Interview Narratives……………………………………………………………………….81 Identifying Key Themes…………………………………………………………………..81 Coding of the Data………………………………………………………………………...82 Role of the Researcher…………………………………………………………………….83 Validity and Transferability……………………………………………………………….85 Summary of the Methodology………………………………………………………………..86 CHAPTER FOUR: THE FINDINGS……………………………………………………………88 vii IN THEIR OWN VOICES: LG[BT] SCHOOL ADMINISTRATORS Theme 1: Fear……………………………………………………………………..………….90 Fear in One’s Personal Life……………………………………………………..…...........91 Fear in One’s Professional Life………………………………………………………….107 Theme 2: A Desire to Help Others………………………………………………………….116 Theme 3: Increased Sensitivity to Diversity………………………………………………...121 Gender Conforming vs. Gender Nonconforming Behavior in Youth……………………121 A Greater Sense of Compassion and Ability to Empathize……………………………...128
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