Amidst political and educational challenges, LGBTQ+ educators in the Southern United States often conceal their identities. Through the lens of ecological systems theory, we propose that inconsistent pedagogical paradigms create a sense of liminality for these LGBTQ+ stakeholders. This study of four school personnel highlights the silencing of LGBTQ+ individuals in Southern United States schools, fear of parental backlash, and the cognitive burden of being silenced while offering suggestions for fostering an inclusive school climate.
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Parsons et al. (2024) studied this question.
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