Abstract

Sexual minority youth experience a variety of challenges that are further exacerbated by intersectionality and interactions with various educators. Using a directed form of empirical, qualitative research, the authors explored the retrospective school experiences (as part of life stories) of three cohorts of sexual minorities (Stonewall Generation, HIV/AIDS Generation, and Marriage Equality Generation). The aim was to learn how they experienced K-12 education, including interactions with educators. Four major categories were identified from the interview data: (a) unsupportive educators, (b) role of school counselors, (c) supportive educators, and (d) sexual minority teachers. Interactions with educators were either supportive or unsupportive and occurred at either the individual or school (institutional) level. Interactions at either of these levels were (a) explicit—intentional behavior(s) or implicit—chance behavior(s) and (b) related to academic and personal concerns.

摘要

性少数青年经历了各种挑战，这些挑战因与各种教育工作者的交叉和互动而进一步加剧。作者采用直接的实证、定性研究形式，探讨了三组性少数群体（石墙一代、艾滋病毒/艾滋病一代和婚姻平等一代）的回顾性学校经历（作为生活故事的一部分）。目的是了解他们如何体验 K-12 教育，包括与教育工作者的互动。从访谈数据中确定了四个主要类别：(a) 不支持的教育者，(b) 学校辅导员的角色，(c) 支持性的教育者，以及 (d) 性少数教师。与教育工作者的互动要么支持要么不支持，发生在个人或学校（机构）层面。