LGBT+ K-12 Educators Coming Out Experiences to Promote Inclusive Communities

While LGBT+ students benefit from support and LGBT+ K-12 educators provide an active role providing such support, educators are reluctant to do so visibly (GLSEN, 2020). One underlying reason for hesitancy may be the need for LGBT+ identifying K-12 educators to choose how to approach their identity in schools as they navigate heteronormativity and the competing concepts of LGBT+ pride and professionalism. They may knit, split, and/or quit their LGBT+ and educator identities (Connell, 2015; DeJean, 2010; Gray 2013; Neary, 2017; Turner, 2010; Bliss & Harris, 1998). Choosing to split or quit identities means that LGBT+ youth cannot benefit from LGBT+ educator role-models. This sequential explanatory mixed methods study rated the common factors that lead an LGBT+ teacher to knit, split, and/or quit their LGBT+ and educator identities. Factors were also compared across educators who have knit, split, or quit their LGBT+ and educator identity. From these data, the study explored how educators’ descriptions of their coming out informed the supports and development needed for LGBT+ educators to serve as role models for LGBT+ students. Self-identifying K-12 educators (N = 40) rated the factors that influence their decision to knit, split, and/or quit their identities in a questionnaire. Participants were provided the opportunity to voluntarily participate in an interview. In this interview, educators were asked about their experiences coming out and as role-models for LGBT+ youth. Quantitative data was analyzed using descriptive statistics, and qualitative data was analyzed using thematic analysis (Krueger & Casey, 2015). This study confirmed the importance of inclusion to LGBT+ educators, including the need to be role-models for LGBT+ students. It also identified the fear of families as a primary factor for splitting one’s LGBT+ and educator identities. Supportive communities were also a factor that was especially prevalent to knitting identities. Interviewed educators identified the proposed actions stemming from the study including the need for resources, affinity spaces, supportive administration, and professional development