Navigating stigma amid class disparities: a qualitative study of same-sex couples in French schools

Abstract This article explores how socio-economic inequalities shape the ways in which homomaternal families manage stigma within the French school system. Drawing on in-depth qualitative interviews with mothers in twenty-four same-sex couples, it highlights the diversity of parental strategies, which have often been overlooked in research that portrays these families as a relatively uniform group. The study reveals that, while homomaternal families face specific forms of stigmatization, their strategies to protect their children vary substantially by socio-economic background. During the school selection process, the mother’s accumulation of capital and access to local school options gives them greater or lesser leeway in choosing a school which is perceived as safe and suitable for their children. Once enrolled, professional ideologies and class-based relationships with the institution contribute to shape how mothers act within the school to protect their child. The most advantaged mothers in our sample, particularly those in the private sector, are more likely to monitor the school’s inclusivity practices and intervene directly, positioning themselves as experts in their children’s education. In contrast, less privileged mothers refrain from intervening, aiming to avoid excessive visibility and to preserve their family’s image. By bringing together insights from the sociology of education and LGB family studies, this research offers new insights into the intersection of class, sexuality, and parental involvement in schooling, while also emphasizing the need to consider the experiences of less privileged same-sex parents, often underrepresented in research and more vulnerable to institutional heterosexism.