"We Told Them That We Are Both Really Involved Parents": Sexual Minority and Heterosexual Adoptive Parents' Engagement in School Communities

Autor/inn/en	Goldberg, Abbie E.; Black, Kaitlin A.; Manley, Melissa H.; Frost, Reihonna
Titel	"We Told Them That We Are Both Really Involved Parents": Sexual Minority and Heterosexual Adoptive Parents' Engagement in School Communities
Quelle	In: Gender and Education, 29 (2017) 5, S.614-631 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2017.1296114
Schlagwörter	Adoption; Parent School Relationship; Parent Participation; Homosexuality; Preschool Children; Early Childhood Education; Gender Differences; Social Bias; Interpersonal Relationship; Sexual Orientation; Sexual Identity; Elementary School Students; Interviews + Suchen Sie Ihr Suchwort? Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternmitwirkung; Homosexualität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Geschlechterkonflikt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Interviewing; Interviewtechnik
Abstract	The current qualitative study examines how parents' sexual orientation, gender, and other social locations intersect to shape their experiences with and connection to their children's school communities. We applied thematic analysis to interview data from 90 adoptive parents in 45 couples (15 lesbian, 15 gay, 15 heterosexual) in the USA, whose children were mostly in preschool and kindergarten. Parents reported being involved in a variety of ways (e.g. school committees, donations). Gay male couples and heterosexual couples more often described differential involvement, whereby one partner was more involved at school than the other. Benefits of involvement included reduced likelihood of marginalisation (among lesbian/gay participants in particular) and influencing the school to create change. Parents described mixed experiences with other parents; feelings of disconnection sometimes resulted from difficult dynamics related to sexual orientation, gender, and their intersection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01