Author Type

Graduate Student

Date of Award

2020

Document Type

Dissertation

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Mountford, Meredith

Abstract

This phenomenological research study examined the perceived experiences of K-12 queer school leaders in school workplaces. This study discussed events, state laws, workplace polices, and related repeated studies that demonstrate that K-12 queer school leaders experience challenges in school spaces because of their sexual and/or gender identities. The sample population for this study consisted of 10 participants. The data collection consisted of a recruitment survey, individual interviews, and document review of state laws and policies. The analysis of data included survey data, transcribed interviews, and document reviews. The data were coded and triangulated for reliability and the analysis was guided by queer theory, script theory, and Foucault’s work on perspectives on power-knowledge. There were three key findings that emerged: queer school leaders’ suitability, queer negotiations in school spaces, and institutionalized homophobia and gender-based prejudices in the school spaces. The results contemporaneously indicate that policy, procedures, practices, and hegemonic power constitute the producers and pushers of an institutionalize cis/hetero-patriarchy narrative.

Extent

215 p.

Comments

Includes bibliography.|Dissertation (Ph.D.)--Florida Atlantic University, 2020.|FAU Electronic Theses and Dissertations Collection|Includes bibliography.

Identifier

FA00013587

Format

pdf

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