Foundation Phase teachers’ diverse sexual orientations and job experiences: A South African study

Abstract

Background: Sexual orientation discrimination impacts teachers’ well-being in school environments. The Prevention of Discrimination and Promotion of Equality Act of 2002 prohibits discrimination based on gender and sexual orientation, granting lesbian, gay, bisexual, transgender and queer (LGBTQ) individuals many of the same rights as their cis-gender, heterosexual peers. Despite this, many LGBTQ teachers still face problematic, uncomfortable, and tension-filled experiences in schools. Traditionally, the Foundation Phase (FP) of education was gendered, but this is changing. However, there is a perception that male FP teachers are primarily queer with a “gay agenda.” The authors used the Class Psychological Stressor Strain theory to explore the negative experiences of queer-identifying teachers. Objectives: This article examines the effects of Foundation Phase teachers’ sexual orientation on their work environment experiences. Methods: This qualitative study, grounded in an interpretivist paradigm, explored the lived experiences of three queer-identifying teachers in the Gauteng Province through individual face-to-face interviews. Results: The findings reveal that schools are not adequately addressing discrimination. Teachers often face marginalisation and discrimination. Conclusion: This article explored a sensitive issue faced by teachers whose sexual orientation differs from society’s norms. It highlighted the discrimination and harassment LGBTQ teachers face in the Foundation Phase in public schools in South Africa. Contribution: By unveiling these issues, the article aims to reduce the stigma, bias, and prejudice commonly faced by LGBTQ Foundation Phase teachers in the teaching profession.

Keywords

• discrimination
• foundation phase
• harassment
• job experiences
• lgbtq teachers
• wellbeing
• workplace