“AT LEAST THEY HAVE ME:” EXPLORING BLACK LGBTQ+ EDUCATORS AND THEIR VIEWS OF SOCIAL SUPPORTS FOSTERING POSITIVE IDENTITY DEVELOPMENT

Abstract

This dissertation project is a qualitative study focusing on the practices and perceptions of Black Lesbian, Gay, Bisexual, Transgendered, or Queer (LGBTQ+) Middle School (Grades 6-8) educators. Through the lens of Positive Identity Development (PID), the possible impact of their practices on Middle School students that either are or are perceived to be Lesbian, Gay, Bisexual, Transgendered, or Queer (LGBTQ+) is explored. Using semi-structured interviews and survey data, the exploration of perspectives of if and/or how Black LGBTQ+ staff and faculty in Middle Grades (6-8) academic settings are engaged in lessening the instances of mistreatment towards these actual or perceived LGBTQ students is yielded. This study explores the structural and societal implications that either hinder or facilitate practices of these educators, including the exploration of the particular needs of students that identify with two disenfranchised identities (Black and LGBTQ+) concurrently. This study does not aim to evaluate teacher techniques or experiences. Rather, the aim is to explore if and/or how individual, school, and district-based practices help or deter the facilitation of bullying prevention based upon sexuality and/or gender identity, improving LGBTQ+ student learning on campus and their livelihoods and identify formation in general. Key themes including implications for school safety, academic achievement supports, and student biopsychosocial health supports, characterized by school districts’ purposeful hiring of Black and LGBTQ+ faculty and administrative leaders, schools’ utilization of Gay-Straight Alliances (GSAs), schools’ inclusion of LGBTQ+ curriculum, as well as the effects of policy geared towards supporting LGBTQ+ individuals are highlighted.