Identity Negotiation: An Intergenerational Examination of Lesbian and Gay Band Directors.

Content Provider	Semantic Scholar
Author	Taylor, Donald M.
Copyright Year	2011
Abstract	Introduction In a documentary examining the experiences of lesbian and gay educators in the UK, a special education teacher recounted that when a student asked why he was unmarried, he replied, "Well, because I'm gay. I don't want to get married to a woman." Later, when challenged by his principal who asked, "Why do they need to know about your private life?," he explained, "Well, it's not my private life. It's my identity. It's who I am. It's who I am in my house, it's who I am at the coffee shop, it's who I am at the supermarket; it's my life. It's who I am at work." (Wakefield & Ashby, 2008). The consequences of this exchange resulted in a lawsuit that was settled out of court. Although many lesbian and gay teachers may wish to assert themselves similarly, research has shown that many fear acknowledging their sexual orientation in school settings could result in discrimination or even job loss (Blount, 2005; DeJean, 2004; Ferfolja, 2005; Graves, 2009; Harbeck, 1997; Jackson, 2006; Jennings, 1983; Kissen, 1996; Sanlo, 1999; Sumara, 2007; Woog, 1995). In contrast, educators have noted that heterosexual teachers rarely need to consider complications associated with casual references to their family lives (Bergonzi, 2009; McKenzie-Bassant, 2007; Resenbrink, 1996; Sanlo, 1999). Group comparisons like these feature prominently in social identity theory (Harwood, Gile, & Palomares, 2005; Tafjel & Turner, 1986; Taylor & Moghaddam, 1987), a psychological model that acknowledges the significance of group identification, as well as individual self-categorization. Tenets of social identity theory include varying means with which individuals seek positive self-esteem, including assimilation into more favored groups (social mobility), redefining values within one's own group (social creativity), or challenging dominant norms through political action (social competition). Cox and Gallois (1996) argued that these tenets provide a useful model to describe the social and political forces that shape lesbian and gay identity. They proposed that individuals uncomfortable with their homosexual orientation may strive to deny being gay in order to assimilate with a dominant heterosexual culture, while people who embrace their sexual orientation may redefine social norms and even challenge heteronormative assumptions through political action. Since the advent of social justice movements in the 1960s, many groups, including lesbians and gays, have redefined their marginalized status in positive terms. However, in an extensive review examining disadvantaged groups' perceptions of dominant norms, Jost, Banaji, and Nosek (2004) cited numerous studies documenting unconscious adherence and even preference toward the status quo. In explicit measures of group preference, people in disadvantaged groups usually favored members of their own tribe, but implicit measures frequently revealed favoritism toward dominant groups. The prevalence of these findings has supported hypotheses related to system justification theory whereby individuals are motivated to view the dominant culture as good, just, and desirable. Despite a propensity to define one's environment in positive terms, many lesbian and gay teachers have described homophobic school atmospheres that have cultivated a culture of fear (Blount, 2005; DeJean, 2004; Ferfolja, 2005; Graves, 2009; Harbeck, 1997; Jackson, 2006; Jennings, 1983; Kissen, 1996; Sanlo, 1999; Sumara, 2007; Woog, 1995). Pressure to conform to heteronormative ideals has not only discouraged many lesbian and gay teachers from disclosing their orientation but has even led some to discriminate against other lesbian and gay colleagues based on heterosexist ideals of conformity (Mayo, 2008; Sullivan, 1993). While pressure to conform to heterosexual orientation may be potent, compliance with gender roles may be even more powerful. Researchers documenting lesbian and gay teachers' perceptions have shown that men may be especially aware of hegemonic gender roles. …
Starting Page	6
Ending Page	6
Page Count	1
File Format	PDF HTM / HTML
Volume Number	9
Alternate Webpage(s)	https://ir.stthomas.edu/cgi/viewcontent.cgi?article=1024&context=rime
Alternate Webpage(s)	https://files.eric.ed.gov/fulltext/EJ960086.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article