Navigating Lesbian, Gay, Bisexual, Transgender, and Queer Teacher Identities in Science Classrooms: A Comparative Case Study

ABSTRACT This qualitative comparative case study explores how two LGBTQ science teachers, one teaching in a rural community and the other in a suburban setting, navigated their LGBTQ identities and engaged with gender and sexual diversity(GSD)‐inclusive science teaching (GSDST) after participating in a targeted GSD‐aligned professional development program. Grounded in queer theory and LGBTQ teacher identity frameworks, the study examines how place‐based sociopolitical, institutional, and cultural contexts shaped teachers' sense of visibility, legitimacy, and professional possibility regarding GSDST. Despite shared commitments to inclusion, neither teacher implemented a full GSDST lesson; instead, each adopted cautious, context‐responsive strategies that reflected their distinct school and community environments. Findings illustrate how geographic context intersects with identity to shape the enactment of GSDST. This study contributes to LGBTQ teacher identity scholarship and underscores the importance of context‐sensitive, system‐level support for advancing GSD equity in science education.