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Queer Resilience in the Classroom: Institutional Expectations and Pedagogical Ethics Among LGBTQIA+ Educators
Abstract
LGBTQIA+ educators continue to negotiate educational environments shaped by normative professional expectations, institutional silence, and ethical ambiguity despite growing institutional commitments to diversity, equity, and inclusion. While the majority of current research has focused on LGBTQIA+ students, the lived experiences of educators who hold difficult roles of vulnerability, authority, and care have received little attention. In order to close this gap, this chapter looks at how LGBTQIA+ educators deal with institutional pressures, identity expression, resilience, and pedagogical ethics. It also looks at how these processes affect classroom environments and how students are perceived. Qualitative interpretive responses are combined with quantitative survey data using a mixed-methods design. Results show that resilience is perceived as an expensive survival strategy rather than a means of empowerment, and that there is a meaningful but indirect relationship between educator well-being and student inclusion and belonging.
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