Abstract
ABSTRACT Interpretive methodology is used to study the experiences of gay and lesbian K-12 Caucasian educators in California who consider themselves “out” within the classrooms in which they teach. Three main research questions framed this study: What are the lived experiences of out gay and lesbian K-12 educators? What are the interconnections between being out, pedagogical beliefs, and pedagogical practices? What factors support gay and lesbian educators to remain out within their classroom environments? Five main themes emerged from individual and focus group interviews with the 10 out gay and lesbian teachers.
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