Lesbian mothers' perceptions and experiences of their school involvement

Abstract

AbstractLesbian‐parented families challenge the heteronormative dominant discourse of family in major social institutions such as schools. This study explores Greek lesbian mothers' experiences and perceptions of their interaction with the school personnel and other parents. Interpretative phenomenological analysis was used to analyse the data obtained through in‐person interviews with 14 lesbian mothers. The study revealed three overarching themes: (a) anticipating teachers' rejection, (b) non‐traditional family models are not addressed in school curricula, and (c) Managing disclosure. Participants' experiences of anticipated rejection, of hiding and concealing their family structure and sexual identity confirm that LGBTQ+ individuals live in a macro‐ and micro‐environmental context which adds to minority stress and produces essential new challenges. The findings of this study are discussed in the light of the institutional sources of minority stress that affect lesbian mothers.