親愛的同學，我其實是……：同志教師出櫃抉擇及其教學經驗之探討

Dear Students, in Fact, I Am...: LGBQ Teachers' Decisions of Whether to Come Out at Work and Their Teaching Experiences

本研究旨於探討同志教師在教職場域抉擇是否向同事及學生出櫃的思考歷程及其教學經驗，透過質化研究中敘事研究為典範，邀請五位在不同教育階段服務之同志教師分享其在教職場域如何有意識選擇出櫃或不透露自己的同志身份、其在教育職場上的出櫃經驗、以及出櫃對於教學工作的影響，由故事發展嘗試理解同志教師的身份認同、個人信念、工作／教學理念如何在教育現場上交會，其同志身份認同如何影響他在教學專業上的處境，進而塑造其在職涯發展。希望藉由此研究結果能夠鼓舞未來更多研究者能從事各行各業同志認同及出櫃議題相關研究，以增加社會大眾對於恐同及性別偏見歧視的認識，降低對同志及性少數族群的壓迫。

Objective: Several studies (Chung, 2019; Hsiu & Zhou, 2016; Shih, 2005; Yeh, 2009; Yuan, 2014) have reported that Taiwanese lesbian and gay teachers do not often consider ''coming out,'' that is, disclosing their sexual orientation, at school due to unpredictable risks, such as stigmatization or loss of their jobs or teaching qualifications due to complaints from parents. Chao et al. (2008) reported that LGBQ teachers may disguise themselves, indirectly or openly come out at work, or separate their professional and personal lives. Although previous studies have presented reasons and strategies for LGBQ teachers not coming out, few studies investigated the intersections of LGBQ identities and career practices, including in teaching practices and decisions regarding whether to come out at work. This study investigated LGBQ teachers' decision-making process and their experiences of coming out or not coming out to their colleagues and students in the workplace. This study also examined the intersections of LGBQ identity development and career practices among LGBQ teachers. Method: We interviewed five LGBQ educators (3 biologically female and 2 biologically male teachers; one of whom identified as lesbian, one as questioning, one as bisexual, and two as Tongzhi, a gender-neutral term for a sexual minority in the Chinese language) working at different educational levels (one at an elementary school, three at middle schools of different levels, and one teaching in a 4-year university course) and learned why and how they intentionally chose to disclose or not to disclose their LGBQ identities in the workplace and how those experiences affected their teaching work. A narrative paradigm was used to investigate how the teachers' LGBQ identities, personal beliefs, and professional and educational values intertwined and how their LGBQ identities influenced their professional situations and career development. Results: We collected the participants' accounts of their LGBQ identities and identity development process, their teaching philosophies and experiences, the attitudes toward LGB issues they have encountered in their workplaces, and how they presented themselves to students and colleagues in their workplaces. One participant experienced discrimination from his supervisor when in teaching practicum, which almost caused him to lose his teaching qualification. Another participant reported her experience of being sexually harassed by a male faculty member, which later led to obstacles in the tenure process.