Doing Family Differently in School-to-Home Contexts: Gay Fathers at the Schoolhouse Door

Autor/in	Leland, Andrew S.
Titel	Doing Family Differently in School-to-Home Contexts: Gay Fathers at the Schoolhouse Door
Quelle	In: Educational Administration Quarterly, 57 (2021) 1, S.143-173 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leland, Andrew S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X20922582
Schlagwörter	Fathers; Homosexuality; LGBTQ People; Place of Residence; Social Attitudes; Self Disclosure (Individuals); Family Structure; Educational Practices; Educational Environment; Elementary Secondary Education; Preschool Education + Suchen Sie Ihr Suchwort? Homosexualität; Wohnort; Social attidude; Soziale Einstellung; Familienkonstellation; Familiensystem; Bildungspraxis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Pre-school education; Vorschulerziehung
Abstract	Purpose: This qualitative, phenomenological study explores gay fatherhood visibility in schools. The study was guided by prior research on families headed by lesbian, gay, bisexual, trans, and queer (LGBTQ) parents, as well as the theoretical exploration of "doing family" for LGBTQ-headed households and queer families. Data Collection and Analysis: Data primarily consisted of two, face-to-face, semistructured interviews with 22 gay-fathered households living in one of two different community types: gay-friendly areas, or those known for LGBTQ inclusion and protection, and intolerant towns, or those with little-to-no evidence of inclusion and protection. Additionally, this study included artifacts such as handbooks, letters about events, and documents related to school curricula. All data were analyzed inductively. Findings: Nearly all fathers came out, or had disclosed their sexual orientation to school personnel--particularly in gay-friendly areas. Nevertheless, findings indicate that assumptions of heterosexuality persisted in both gay-friendly and intolerant areas to some extent. Some attempts to be more inclusive and representative of gay-fathered families depended on community type, but even these attempts did not recognize a wider spectrum of family configurations that may constitute gay fatherhood. Implications: This study raises questions about how school personnel, and leaders in particular, consider a wider spectrum of family configurations as they interact with students and students' families. The findings provide insight into future scholarship focused on gay fatherhood, as well as how leadership programs can prepare leaders with the necessary skills and knowledge to interact with nondominant family structures. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01