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After analyzing these interviews, Connell highlighted three big findings in her book: 1.
Clash between pride and professionalism creates a series of no-win choices for gay and lesbian teachers.
“On the one hand, gay and lesbian teachers have to contend with this expectation that they keep their sexuality out of the classroom and that they present themselves as very gender normative, and on the other hand, there’s this increasing demand within the gay pride community that all LGBTs should be out and proud at all times,” she said.
It even affects how they dress and how they hold their bodies in the classroom.” 2. For example, teachers in California said they were more comfortable and secure in coming out than teachers in Texas.
Negotiation of pride and professionalism is even more difficult for teachers who are not gender normative, or who “look and act ‘gay’.” “Their choices were more vulnerable, the stakes were higher and their options were more limited,” she said. But ultimately Connell found legal context doesn’t play a role as much as she would’ve thought and or in the way she would’ve thought.
“I want us to think about how some are more vulnerable to retribution than others and then think about how can we adjust our sexual justice strategies accordingly,” she said. She is currently at work on a content analysis of the media’s framing of the repeal and will soon begin ethnographic and interview research with current and former LGB soldiers.
“I think there’s way too much emphasis on individual choice and the right choice to come out rather than on the institutions that create this context of homophobia and heterosexism that teachers and others are contending with.” Connell’s next research project will consider the legal and cultural ramifications of the repeal of Don’t Ask, Don’t Tell on the U. She is also interested in understanding how the continued official exclusion of transgender identified soldiers affects trans veterans and their access to benefits.