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THE INTERSECTION OF QUEERLY LEADING: LIVED EXPERIENCES OF K-12 QUEER SCHOOL LEADERS

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Date Issued:
2020
Abstract/Description:
This phenomenological research study examined the perceived experiences of K-12 queer school leaders in school workplaces. This study discussed events, state laws, workplace polices, and related repeated studies that demonstrate that K-12 queer school leaders experience challenges in school spaces because of their sexual and/or gender identities. The sample population for this study consisted of 10 participants. The data collection consisted of a recruitment survey, individual interviews, and document review of state laws and policies. The analysis of data included survey data, transcribed interviews, and document reviews. The data were coded and triangulated for reliability and the analysis was guided by queer theory, script theory, and Foucault’s work on perspectives on power-knowledge. There were three key findings that emerged: queer school leaders’ suitability, queer negotiations in school spaces, and institutionalized homophobia and gender-based prejudices in the school spaces. The results contemporaneously indicate that policy, procedures, practices, and hegemonic power constitute the producers and pushers of an institutionalize cis/hetero-patriarchy narrative.
Title: THE INTERSECTION OF QUEERLY LEADING: LIVED EXPERIENCES OF K-12 QUEER SCHOOL LEADERS.
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Name(s): Evans, Corinth M. , author
Mountford, Meredith, Thesis advisor
Florida Atlantic University, Degree grantor
Department of Educational Leadership and Research Methodology
College of Education
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Date Created: 2020
Date Issued: 2020
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 215 p.
Language(s): English
Abstract/Description: This phenomenological research study examined the perceived experiences of K-12 queer school leaders in school workplaces. This study discussed events, state laws, workplace polices, and related repeated studies that demonstrate that K-12 queer school leaders experience challenges in school spaces because of their sexual and/or gender identities. The sample population for this study consisted of 10 participants. The data collection consisted of a recruitment survey, individual interviews, and document review of state laws and policies. The analysis of data included survey data, transcribed interviews, and document reviews. The data were coded and triangulated for reliability and the analysis was guided by queer theory, script theory, and Foucault’s work on perspectives on power-knowledge. There were three key findings that emerged: queer school leaders’ suitability, queer negotiations in school spaces, and institutionalized homophobia and gender-based prejudices in the school spaces. The results contemporaneously indicate that policy, procedures, practices, and hegemonic power constitute the producers and pushers of an institutionalize cis/hetero-patriarchy narrative.
Identifier: FA00013587 (IID)
Degree granted: Dissertation (Ph.D.)--Florida Atlantic University, 2020.
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Includes bibliography.
Subject(s): Phenomenology--Research
Educational leadership
Queer theory
Held by: Florida Atlantic University Libraries
Sublocation: Digital Library
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00013587
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.