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The Teacher’s Closet

Lesbian and Gay Educators in Georgia’s Public Middle Schools

by Heather A. Cooper (Author)
©2019 Textbook XVI, 162 Pages

Summary

The stories in The Teacher’s Closet: Lesbian and Gay Educators in Georgia’s Public Middle Schools reveal the intricate and multifaceted process of identity management that lesbian and gay Georgia middle school teachers regularly engage in, with the intention of carefully negotiating the conservative, heterosexist, and at times homophobic culture of education. Disclosure for a homosexual teacher is not a one-time event. As the stories reveal, managing one's sexual identity is an ongoing process. A feeling of uneasiness surrounding acceptance from others is also a regular occurrence in the homosexual community. To understand why lesbian and gay teachers feel the need to conceal and protect their homosexual identities, it is necessary to understand the social and political climate that forces them to surrender their real identity. In our heterosexist society where homosexuals are often portrayed as different, even sinful, it is not surprising that many homosexual teachers refrain from disclosing their sexual identity to their students, especially in the conservative state of Georgia. The Teacher’s Closet is relevant to courses that include diversity in teacher education and teach inclusion and equality in education.

Table Of Contents

  • Cover
  • Title
  • Copyright
  • About the author(s)/editor(s)
  • About the book
  • Advance Praise for The Teacher’s Closet
  • This eBook can be cited
  • Table of Contents
  • Preface
  • References
  • Acknowledgements
  • Chapter One: Introduction
  • References
  • Chapter Two: The Invisible Minority
  • Heteronormative Culture
  • Heterosexism in the Workplace
  • Identity
  • Authentic Identity
  • Dual Identity
  • Teacher Identity
  • Gay Teacher Development
  • Disclosure
  • Adolescent Years-Middle School
  • Media
  • Chapter Summary
  • References
  • Chapter Three: Sandy’s Closet
  • Coming Out Experience
  • Becoming a Teacher
  • Dual Identity
  • Role as Teacher
  • Nondisclosure Strategies
  • Future Disclosure
  • References
  • Chapter Four: Becca’s Closet
  • Coming Out Experience
  • Becoming a Teacher
  • Dual Identity
  • Role as Teacher
  • Nondisclosure Strategies
  • Future Disclosure
  • References
  • Chapter Five: Daisy’s Closet
  • Coming Out Experience
  • Becoming a Teacher
  • Dual Identity
  • Role as Teacher
  • Nondisclosure Strategies
  • Future Disclosure
  • References
  • Chapter Six: Holly’s Closet
  • Coming Out Experience
  • Becoming a Teacher
  • Dual Identity
  • Role as Teacher
  • Nondisclosure Strategies
  • Future Disclosure
  • References
  • Chapter Seven: Jackie’s Closet
  • Coming Out Experience
  • Becoming a Teacher
  • Dual Identity
  • Role as Teacher
  • Nondisclosure Strategies
  • Future Disclosure
  • References
  • Chapter Eight: Frank’s Closet
  • Coming Out Experience
  • Becoming a Teacher
  • Dual Identity
  • Role as Teacher
  • Nondisclosure Strategies
  • Future Disclosure
  • References
  • Chapter Nine: Byron’s Closet
  • Coming Out Experience
  • Becoming a Teacher
  • Dual Identity
  • Role as Teacher
  • Nondisclosure Strategies
  • Future Disclosure
  • References
  • Chapter Ten: Lisa’s Closet
  • Coming Out Experience
  • Becoming a Teacher
  • Dual Identity
  • Role as Teacher
  • Nondisclosure Strategies
  • Future Disclosure
  • References
  • Chapter Eleven: Marsha’s Closet
  • Coming Out Experience
  • Becoming a Teacher
  • Dual Identity
  • Role as Teacher
  • Nondisclosure Strategies
  • Future Disclosure
  • References
  • Chapter Twelve: Marie’s Closet
  • Coming Out Experience
  • Becoming a Teacher
  • Dual Identity
  • Role as Teacher
  • Nondisclosure Strategies
  • Future Disclosure
  • References
  • Chapter Thirteen: Walking in Truth
  • Social Identity Theory
  • Dual Identities
  • Identity Management Strategies
  • Role Models
  • Gay Teacher Development
  • References
  • Chapter Fourteen: Final Thoughts
  • Recommendations for Schools
  • What Else Can Be Done?
  • Final Reflection
  • References
  • Index

| ix →

Preface

My initial interest in this topic stemmed from my personal experiences of living with dual identities as a middle school teacher in the state of Georgia. In this study, dual identities refers to a representation of a homosexual who discloses sexual identity in a social setting but does not disclose to students (Fingerhut, Peplau, & Ghavami, 2005). I am a teacher. Inside the four walls of my school, I have the reputation of being a hardworking, caring mother of two, and a loyal friend to all, but for many years I felt like I had to hide the fact that I am also lesbian. Although I had a sound reputation within my school as a teacher, leader, and mentor, as well as a solid relationship with my students and parents, I concealed my sexual identity from them for fear of losing my job and possibly my Georgia teaching certificate. Reflecting back, I do not recall the moment that I made the conscious decision to stay closeted, or refrained from disclosing my sexual identity to others (Corrigan & Matthews, 2003), I just did.

I started work at a new metro-Atlanta middle school in 2006 and decided from the beginning that I would remain closeted. I wondered if I disclosed my sexual identity whether the administrators or other teachers would think less of me. I also questioned if my colleagues would consider me morally unfit to be in the teaching profession due to the influences of the strong conservative religious beliefs many people in the South live by. I had only lived in Georgia for two years, and I did not know many people, especially any other homosexuals. Soon, however, ← ix | x → I befriended a fellow lesbian teacher at my school, and through that association, I became friends with even more homosexual people. I realized that being a lesbian was not something to be ashamed about; however, the idea of coming out to my students was immutable. My sexual identity was just something I did not discuss. After making friends with other homosexuals, in and outside of my school, I was no longer actively trying to cover or hide my identity (Clair, Beatty, & MacLean, 2005; Cummings, 2009) from administrators or from my colleagues.

The first incident of passing, or allowing others to believe I was heterosexual by conforming to the social norm (Newheiser & Barreto, 2014), happened during my second year at my middle school when I received flowers for my birthday from a woman I was dating. She signed the card with just the first letter of her name, T. As would be expected, the gift sparked curiosity from my middle school students. The students questioned me, bantered about my “boyfriend,” and actively tried to guess “his” name. As the students began exclaiming masculine names that began with the letter T looking for confirmation, I just laughed it off, secretly desiring to just tell them HER name.

The next episode of covering my authentic identity occurred when rumors began to circulate around the school about me dating a teacher at the school, a butch lesbian, or a lesbian who demonstrates features and mannerisms that are more masculine (Rosario, Schrimshaw, Hunter, & Levy-Warren, 2009). Although I was, in fact, dating this particular teacher, who by first glance was easily stereotyped as a lesbian, I kept my distance from her and remained closeted. Following that event, the rituals of daily heteronormative behavior within my school became more noticeable every day. When students began to question me, “Are you a lesbian?” I responded with the same canned response, “Does it matter?” Maybe it did not matter to them, but I did not take the chance—I remained closeted.

Several years went by and I began to feel more comfortable in my true identity. I began to think that coming out to my students may not be such a bad idea. I decided to bring my girlfriend with me on an out-of-state field trip with my students. My students inquisitively asked if she was my sister to which I quickly replied, “No!” I never did offer an explanation of who this woman with me was, but the students did not inquire further. Reflecting back, I am sure my students began to speculate that I may be a lesbian and that the woman with me was my girlfriend, yet I was not ready or able to admit it.

A decade has passed, and I am now teaching in a metro-Atlanta high school. I have taken the time to once again think back on how things could have been different at the middle school had I chosen to be open with my students. In the nine years I was at that particular middle school, I had the opportunity to meet and to teach many questioning and self-identified homosexual students. The ← x | xi → students were at various developmental stages of their homosexual identity: some of the students did not yet accept their sexual identity, while others would flaunt it. I ask myself what it was that kept me from disclosing with my students. My administrators knew I was a lesbian and so did most of my colleagues, but I feared the possible rejection from my students, from their parents, from the community, and from other stakeholders. Passing as heterosexual and covering my authentic identity affected my personal life on many occasions (Krane, 1996). I had to guard what I said by changing pronouns and even names of people on occasions. To this day, neither the school district in which I worked nor the state of Georgia has any policies protecting against discrimination or loss of employment due to sexual identity. I was constantly aware of my surroundings while with my partner in public for fear I would run into a student or a parent. I will never know what would have happened had I been open and honest with my middle school students.

Stories like mine are common place in Georgia’s schools, but also all around the United States. Even now in 2018 when gays are more visible on television, in the movies, on the streets, everywhere, there are still teachers who have to hide themselves to keep secure in their employment. The stories in this book contain a small insight into the world of homosexual middle school teachers in Georgia who have remained closeted with their students. I challenge you to read this book with an open mind and an open heart and perhaps empathize with the amazing women and men who shared their stories with us in hopes our world will become a safer place for all teachers to be authentic and true inside the classroom.

References

Clair, J. A., Beatty, J. E., & MacLean, T. L. (2005). Out of sight but not out of mind: Managing invisible social identities in the workplace. Academy of Management Review, 30(1), 78–95.

Corrigan, P., & Matthews, A. (2003). Stigma and disclosure: Implications for coming out of the closet. Journal of Mental Health, 12(3), 235–248.

Cummings, M. C. (2009). “Someday this pain will be useful to you”: Self-disclosure and lesbian and gay identity in the ESL writing classroom. Journal of Basic Writing (CUNY), 28(1), 71–89.

Fingerhut, A. W., Peplau, L. A., & Ghavami, N. (2005). A dual-identity framework for understanding lesbian experience. Psychology of Women Quarterly, 29(2), 129–139.

Krane, V. (1996). Lesbians in sport: Toward acknowledgment, understanding, and theory. Journal of Sport and Exercise Psychology, 18, 237–246.

Newheiser, A. K., & Barreto, M. (2014). Hidden costs of hiding stigma: Ironic interpersonal consequences of concealing a stigmatized identity in social interactions. Journal of Experimental Social Psychology, 52(2014), 58–70. ← xi | xii →

Rosario, M., Schrimshaw, E. W., Hunter, J., & Levy-Warren, A. (2009). The coming-out process of young lesbian and bisexual women: Are there butch/femme differences in sexual identity development? Archives of Sexual Behavior, 38(1), 34–49.

| xiii →

Acknowledgements

I started my doctoral program in 2013 with a completely different topic and for two years, although it did not feel right, I went with it. That was a common theme in my life; things did not feel right, but I just went with it. I remember the exact moment that I realized it was time to share my story; to come out of hiding. I was sitting at my desk reading about new teacher development and I happened to read a story about an experience of a gay man. I could feel his pain as he shared his experience and in that moment I was finally ready to come out of my hiding. For so many years, I hid the fact that I am a lesbian from everyone, especially in my school. It was time-consuming and it was stressful. I did not understand why I continued to hide behind my authentic identity. It was semester five of my doctoral program and I stood up and pitched my idea in front of my professor (who was also my dissertation chair and advisor) and my cohort. With tears in my eyes and a lump in my throat, I shared my idea. I went in an entirely different direction from focusing on new teacher development to the dual identities of lesbian and gay teachers. I will never forget the words that came out of my advisor’s mouth. He said, “Heather, the world is waiting for that book!” I would like to express my most sincere appreciation to my senior advisor, Dr. Terry Keeney. Thank you for always believing in me. Every time I came to you in despair, you used your humor and insight to talk me off the ledge. Your dedication, guidance, and honest feedback has inspired me to go beyond what I believed I was capable of doing. ← xiii | xiv →

I am so proud of the experiences and the people I had the opportunity to meet throughout my research. Each and every story within this book is a personal tribute to strength, determination and the desire to be authentic. I was so fortunate to have found ten amazing women and men to experience this journey with me. You shared more than just precious time with me; you shared intimate parts of your lives with me. Thank you for being strong, for being bold, for being beautiful, and most importantly, for sharing your voice.

Details

Pages
XVI, 162
Year
2019
ISBN (PDF)
9781433160110
ISBN (ePUB)
9781433160127
ISBN (MOBI)
9781433160134
ISBN (Softcover)
9781433161117
ISBN (Hardcover)
9781433161124
DOI
10.3726/b14609
Language
English
Publication date
2018 (December)
Published
New York, Bern, Berlin, Bruxelles, Oxford, Wien, 2019. XVI, 162 pp.

Biographical notes

Heather A. Cooper (Author)

Heather A. Cooper is a veteran educator in the state of Georgia. She earned her PhD from Lesley University (Cambridge, Massachusetts) in educational studies with a specialization in adult learning and development. Heather is currently a high school teacher in a suburb of Atlanta, Georgia.

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