Perspectives of gay, lesbian, bisexual, and transgendered educator workplace climates

Minimal empirical based data exists representing the workplace climates of K-12 Gay, Lesbian, Bisexual, and Transgendered (GLBT) educators throughout the United States. The purpose of this study was to fill a gap in the literature by collecting K-12 GLBT educator perceptions. The Lesbian, Gay, Bisexual, Transgendered Climate Inventory (LGBTCI) provided a valid quantitative instrument from which to collect information. Participants included 154 people primarily associated with the National Education Association -- GLBT Caucus (NEA-GLBTC). Data analysis techniques included an analyses of variance (ANOVA) to examine differences in perceptions across four regions of the United States and genders (male vs. female). Results found no significant difference in K-12 GLBT educator perceptions of their workplace climates within the four regions. Additionally, there was no significant difference between male and female perceptions. Overall findings suggested that most participants in the study do not experience direct hostility based on their sexual orientation. However, further analysis revealed a reluctance to expose their identity. Recommendations include further research and practitioner applications promoting the value of diversity. Such recommendations are immediately applicable through human resource development and diversity training.