Abstract
ABSTRACT In this study, I asked: “How do contextual factors promote or prohibit the construction of identities as gay teachers?” To answer this question, I interviewed nine K-12 gay and lesbian teachers four times each using semi-structured interviews including a stimulated recall session, collected teaching artifacts, and conducted a focus group. Constructivist grounded theory approaches guided data collection, analysis, and theory building. I found that contextual factors facilitated and inhibited integration of gay and lesbian identities with teacher identities, what I call the gay teacher identity development process. These factors interacted with each other in complex ways to inform classroom practice.
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