This dissertation explores the experiences of 22 gay-fathered households with their children's schooling, and to understand the unique sociopolitical environments of same-sex parenting that may shape these experiences. Research has documented the vacillating and sometimes hostile environment for gay individuals in schools. Studies have also begun to examine the interface of same-sex parents in school-to-home contexts, but have only presented perspectives of lesbian mothers and gay fathers as

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... regated data. Gay fathers' experiences alone have not been represented, even given the increasing visibility of gay fatherhood and same-sex parenting in politics and social discourses. Through modes of phenomenological inquiry, this study begins to fill the research void by analyzing data sources that include semi-structured interviews, statewide policy documents, and forms of school-to-home communication. Findings show a range of experiences, particularly for fathers navigating heteronormative and heterosexist school practices and policies, as well as their interactions with students, teachers, and school personnel on social and cultural constructions of family and gender. Moreover, their experiences with regard to access, visibility, and beliefs about LGBTQ-related topics tend to differ in areas based on the levels of inclusion, protection, and cultural competency of their surrounding community contexts. The findings from this study can inform school leaders, education program providers (EPPs), policymakers, and future research concerning gay fathers and their families