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Research in Higher Education Journal


This qualitative study explores the workplace experiences of 12 lesbian public school teachers in Southern New Jersey. Through in-depth, semi-structured interviews, teachers discuss the tensions, contradictions, rewards, and challenges of teaching at this unique historical moment when laws, policies, social practices, and attitudes are in flux. Queer theory guided the development of the study and provides the primary analytical lens for examining and interpreting data. Findings cluster around the following interrelated themes: 1) queer teachable moments; 2) being ‘that’ teacher; 3) self-disclosure, and 4) It’s not over yet. Findings provide insight into what lesbian teachers are saying about their experiences, their teaching environments, and popular perceptions of difference. These voices, largely unheard, bring insight to teaching as a profession.


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