HOW SCHOOL PRINCIPALS UNDERSTAND AND RESPOND TO HOMOPHOBIA: A STUDY OF ONE B.C. PUBLIC SCHOOL DISTRICT USING ETHNODRAMA by Christine Perkins B.A., University of British Columbia, 1998 P.D.P.P., University of Victoria, 1999 M.A., Gonzaga University, 2002 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF Doctor of Education in THE FACULTY OF GRADUATE STUDIES (Educational Leadership and Policy) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) October, 2012 © Christine Perkins, 2012 Abstract This research focuses on educational leadership and social justice in British Columbia public schools. Specifically, the study looks at how principals and vice-principals understand and respond to homophobia in one school district. The researcher examines six administrators’ understandings of lesbian, gay, bisexual, transgender, two-spirited, intersex, queer, and questioning (LGBTTIQQ) issues following a critical approach and using ethnodrama to present and analyze the data. The researcher is an insider as she is a principal in the district being examined. The resulting tensions, confusion, and reflective practices all assist in the exploration of the research. The study makes connections from the general to the particular, from the personal to the institutional, and from the page to the stage all the while examining and spotlighting thoughts, values, beliefs, and opinions around LGBTTIQQ issues in our public schools. The research uncovers a lack of catalytic leadership in support of social justice. Ethnodrama proves to be an imaginative and powerful tool not only in highlighting the “truth” in the data collected but in revealing people’s inner understandings and, sadly, lack of responses, to the needs of the LGBTTIQQ community. Not only is socially just leadership faltering, but principals are not supported at the district and provincial levels by explicit policies, adequate post- secondary education, or professional development around LGBTTIQQ issues. This research aims to make visible the invisible and help lead the way toward more socially just schools. ii Preface This research has been approved by the UBC’s Behavioural Research Ethics Board (H1002005) and The Superintendent of Schools for the district examined. iii Table of Contents Abstract .................................................................................................................................. ii Preface ................................................................................................................................... iii Table of Contents .................................................................................................................. iv List of Figures ..................................................................................................................... vii Glossary ............................................................................................................................... viii Acknowledgements ............................................................................................................... xi Dedication ............................................................................................................................ xiii Chapter One: Prologue ............................................................................................................. 1 Overview of the Study ............................................................................................................. 1 The Beginning ......................................................................................................................... 1 Background and Context ......................................................................................................... 5 Researcher Position ................................................................................................................. 7 Theoretical Framework ......................................................................................................... 10 Research Question ................................................................................................................. 16 To What Ends? ...................................................................................................................... 17 Playwright’s Notes: A Guide to the Dissertation .................................................................. 18 Chapter Two: Behind the Scenes - History and Context ..................................................... 20 Phobias and Identity .............................................................................................................. 21 History ................................................................................................................................... 27 Religion ................................................................................................................................. 30 Military .................................................................................................................................. 34 Legal Issues ........................................................................................................................... 37 Policy in Schools ................................................................................................................... 39 HIV and AIDS ....................................................................................................................... 41 Suicide and Victimization ..................................................................................................... 42 Coming Out ........................................................................................................................... 44 Adult Responses – Attitudes and Behaviours ........................................................................ 45 International Perspectives ...................................................................................................... 46 Pride Events ........................................................................................................................... 53 Social Justice Education ........................................................................................................ 54 Educational Leadership for Social Justice ............................................................................. 59 Chapter Three: Setting the Stage ........................................................................................... 66 iv What is Ethnodrama? ............................................................................................................ 66 Background Experience with Ethnodrama ............................................................................ 68 Setting .................................................................................................................................... 70 Recruitment: Volunteer Policy Leaders ................................................................................ 71 Mini “Remembered” Ethnodrama of Homophobic Experience at My School ..................... 77 Analysis of Mini “Remembered” Ethnodrama ...................................................................... 81 Ethnodrama: The Process of Transforming Ethnographic Data into Scripts and Drama ...... 83 Writing the Script .................................................................................................................. 85 Reliability .............................................................................................................................. 90 Validity .................................................................................................................................. 91 Creation of Characters (Who?) .............................................................................................. 93 An Ethnodrama (The What?) ................................................................................................ 96 Location of Ethnodrama (The Where?) ................................................................................. 96 Time (The When?) ................................................................................................................ 96 Purpose (The Why?) .............................................................................................................. 96 Read-through, Rehearsal, and Performance (The How?) ...................................................... 97 Summary................................................................................................................................ 97 Chapter Four: An Ethnodrama - Act One ............................................................................ 99 Act 1, Scene 1: Discussion of real-life scenario #1 (Appendix A) ...................................... 101 Director’s Notes: Act 1, Sc. 1: Discussion of real-life scenario #1 (Appendix A) .............. 109 Act 1, Scene 2, Attitude ....................................................................................................... 113 Director’s Notes: Act 1, Sc. 2: Attitude ............................................................................... 120 Act 1, Scene 3: Obstacles or Catalysts ................................................................................ 127 Director’s Notes: Act 1, Sc. 3: Obstacles or Catalysts ........................................................ 135 Chapter Five: Act Two .........................................................................................................