Education Commons^™

The Balance Of Public And Private Identities For Lesbian Teachers, Delanna Kay Reed

Doctoral Dissertations

Abstract

Although tolerance and acceptance of lesbian, gay, bisexual, and transgender people is growing in the United States, misconceptions and heterosexism still abound. Schools are one of the institutions where traditional gender roles are promoted and homosexuality is often ignored or punished. Too often lesbian, gay, bisexual and transgender (LGBT) students are bullied by their peers while teachers look the other way. LGBT teachers often fear they will lose their jobs and social standing in the community if they are open about their sexual orientation. This environment provoked me to research lesbian teachers’ perceptions of heteronormativity in their private and …

The Construction And Performance Of Adulthood In 18- To 25-Year-Old Ged Students: A Narrative Exploration, Clara Amelia Davis

Doctoral Dissertations

This dissertation is a narrative study designed to address the changing meaning of adulthood for youths matriculating into adult basic education programs by drawing from the interdisciplinary perspectives of postmodernism, critical social theory, and narrative methodology. The purpose of this study was to explore the lived experiences of adult basic education students, ages 18 to 25, and their construction and performance of adulthood. Twelve GED students, ages 18 to 25, enrolled in local non-profit adult education programs, were interviewed individually regarding their experience of leaving high school, transitioning into an adult education program, and their construction and performance of adulthood. …

Exploring The Leadership Practices Of Social Justice Leaders At Urban Charter Schools, Kandle Fraser

Doctoral Dissertations

While by and large urban public schools continue to not serve the needs of all of the students in their communities, there are some school principals who are creating educational equity for all of their students and deserve to be called social justice leaders. This study aimed to expand the field of school leadership studies and focus on social justice leaders in charter schools using a phenomenological interview methodology. Each of four participants was interviewed in three 90-minute sessions. The first interview focused on the person's life history before becoming school leaders, the second was on their leadership practices, and …