LGBT-headed families are experiencing a changing social environment and public school environments cannot be assumed to change in synchronicity with educational policies and laws. Schools are heteronormative spaces that create an identity conflict for gay fathers because their very existence conflicts the norm that’s prevalent in that space. Two school stakeholder groups (school counselors and gay fathers) were investigated through a qualitative complementary case study. Intersectionality and social movement theory are theoretical lenses that can help identify the overlaps of salient roles and responsibilities that each group utilize to uncover understanding of identity and advocacy stances through a family, school and community partnership context.
|Commitee:||Chiasson, Judy, Hafner, Anne, Mattheis, Allison|
|School:||California State University, Los Angeles|
|Department:||Applied and Advanced Studies in Education|
|School Location:||United States -- California|
|Source:||DAI-A 77/02(E), Dissertation Abstracts International|
|Subjects:||Educational sociology, Educational leadership, GLBT Studies, School counseling|
|Keywords:||Family-school partnership, Intersectionality, LGBT, Public schools, Same-sex fathers, School counseling|
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