Lesbian, gay and bisexual (LGB) identity and school leadership: English LGB school leaders' perspectives

Heteronormativity is an organiser of social power which pathologises deviation from‘normal’ heterosexual identities through marginalising and stigmatising lesbian, gayand bisexual (LGB) identities. Despite experiencing the subordinating effects ofheteronormativity, LGB school leaders in England exercise considerable power intheir professional environments. This dissertation seeks to explore for the first timethe relationship between heteronormativity and English LGB school leaders’ identityand professional practice by exploring three areas; the impact of formativeheteronormativity, the significance of school context and being out.Data were collected for collective interpretative case studies of five LGB current andformer school leaders through in-depth, asynchronous email interviews.Findings indicate congruence with some major themes identified in Americanstudies. Specifically, these were; a significant emphasis on advocating for youngLGB people, but also on fighting discrimination more generally by promotinginclusive school cultures; resilience resulting from multiple aspects of LGB identity;the ability to see alternative viewpoints; and the employment of internal surveillancestrategies to manage performed identities. Differences from previous studies includea lesser degree of experienced fear, a greater attachment to LGB labels and to theimportance of coming out. This study is the first anywhere to consider explicitly theinfluence of school context on identity and practice; it concludes that school contextis a heterogeneous concept which nonetheless contributes significantly to leaders’practice and identity. The study recommends that leadership developmentprogrammes should incorporate LGB experience both to disrupt heteronormativityand understand better leading from and for diversity. It recommends further thatresearch should address the multiply affective nature of school context; therelationship between LGB school leader identity and the inclusiveness of schoolculture; how multiple marginalised identities intersect; and to what extent fearunderpins LGB school leaders’ practice and identity.