Data Collection
Throughout this inquiry process, most of my data has come from narrative notes I kept by hand in a field journal as soon as I was able to, usually after class. Any time there was an event connected to any of my areas of focus, I took notes highlighting the students or staff that played important roles in the scenarios and capturing direct quotes or close paraphrases of important statements or questions. Later, I transcribed these journal entries, at times adding context for clarity or reflecting on the situation. Occasionally other adults in the room, such as my classroom mentor Ms. Esposito or City Year Corps Members, provided me with additional notes taken during or after an event. Other sources of data include curricular materials, student work, and video recordings of lessons.
I chose not to directly consult students about their preexisting or evolving beliefs related to queer identities because I feared that making the ideas explicit may disrupt the natural processes of questioning and learning that were taking place. I was worried that students would become self-conscious of their beliefs or ways of expression if they were aware I was paying close attention. Students may also have felt as if they needed to exaggerate positive opinions and suppress less favorable viewpoints if they were talking to me about these topics. Furthermore, I was unsure of how students, administrators, or even parents would feel if I were having conversations with students explicitly about queer identities, so there was a measure of protecting myself as a queer teacher in this decision. |