Year
2024
Season
Fall
Paper Type
Doctoral Dissertation
College
College of Education and Human Services
Degree Name
Doctor of Education in Curriculum and Instruction (EdD)
Department
Teaching, Learning, and Curriculum
NACO controlled Corporate Body
University of North Florida. Department of Teaching, Learning and Curriculum
First Advisor
Dr. Brian Zoellner
Second Advisor
Dr. Christian Winterbottom
Third Advisor
Dr. Amanda Kulp
Fourth Advisor
Dr. John White
Abstract
Florida's newest legislation leaves many Florida queer teachers feeling marginalized and unprotected in the classroom (Block, 2022). The “Parental Rights in Education” Bill (FL HB 1557 and FL HB 1069), infamously renamed “Don’t Say Gay”, was created ostensibly to help protect parental rights and choices in education. The new law prohibits the discussion of gender identity and sexual orientation in kindergarten through twelfth grade classrooms. “Don’t Say Gay” provides vague guidelines for queer teachers on approaching topics like sexual orientation and gender identity. Despite the evidence that queer teachers who are open and honest about their identity often find themselves more successful in the classroom (Wright, 2010), queer teachers fear and worry about job security because of this law (Block, 2022).
There is a growing need for supportive queer practices within schools (GLSEN, 2021; Lee, 2020). Queer students are at a higher risk of depression, suicidal ideation, bullying, and targeted physical and verbal abuse (GLSEN, 2021). However, few studies have been conducted on how queer K-12 educators view their work climate. This qualitative, phenomenological study used document analysis and focus group interviews to understand how queer teachers in Florida—arguably an epicenter of a far-right push to silence and marginalize LBGTQ students and educators—are viewing school climate. The analytical framework helped me examine the “Don’t Say Gay” policy through a multi-tiered lens of context, text, and consequences to understand the relationship between policy and impacts. I found that the “Don’t Say Gay” laws focus on reinforcing parental rights, heterosexual lifestyles, and gender binary roles. Queer teachers are feeling trapped and targeted by the new laws and view school climate as chilly and unwelcoming. However, some teachers are willing to fight back against these policies.
Suggested Citation
Foley, Katherine E., "Florida queer K12 teachers perceptions of school climate under “don’t say gay”" (2024). UNF Graduate Theses and Dissertations. 1312.
https://digitalcommons.unf.edu/etd/1312
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Education Law Commons, Elementary Education Commons, Secondary Education Commons
