This qualitative research study is an investigation of mathematics teacher identity with gay and lesbian identity in two high school mathematics teachers. I use the conceptual framework of queer theory in order to demonstrate a deconstruction of the binaries and heteronormativity often associated with mathematics. This research is a case study that will contribute to the understanding of gay and lesbian high school mathematics teachers with a focus on their identities and their classrooms.
University of Minnesota Ph.D. dissertation. June 2018. Major: Education, Curriculum and Instruction. Advisors: Lesa Covington Clarkson, Bhaskar Upadhyay. 1 computer file (PDF); vi, 131 pages.
LGBTQ Secondary Mathematics Educators: Their Identities and Their Classrooms.
Retrieved from the University of Minnesota Digital Conservancy,
Content distributed via the University of Minnesota's Digital Conservancy may be subject to additional license and use restrictions applied by the depositor.