Abstract

The focus of the phenomenological qualitative study was on the lived experiences of U.S. educators who identified as lesbian, gay, and bisexual (LGB). Life story data regarding stress, coping, and identity were gathered, triangulated, and analyzed from 24 U.S. educators who identified as LGB teachers, mentors, and coaches. Four themes resulted: (a) subscribing to a helping identity, (b) being effective as an educator, (c) experiencing different levels of support, and (d) being out about sexual orientation to different degrees. Recommendations for future research are provided.

中文翻译：

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认同为女同性恋、男同性恋和双性恋的教育工作者的经历

摘要

现象学定性研究的重点是美国教育工作者被认定为女同性恋、男同性恋和双性恋 (LGB) 的生活经历。从 24 位被认定为 LGB 教师、导师和教练的美国教育工作者那里收集、三角测量和分析了关于压力、应对和身份的生活故事数据。结果产生了四个主题：(a) 认同帮助身份，(b) 作为一名有效的教育者，(c) 体验不同程度的支持，以及 (d) 在不同程度上公开性取向。提供了对未来研究的建议。