My thanks must first go to Professor Eric Anderson at the University of Winchester for his mentorship. I owe him a great debt for his academic critiques, his vision, and his enduring friendship. His innovative scholarship and exciting theoretical developments have paved the way for this research, and I consider it a privilege and honor that he has written a foreword for this book. I would also like to thank Professor Debbie Epstein at the University of Cardiff for her pioneering work in the field, as well as for her encouragement, insight, and support on this and other projects. I would also like to thank Professor Ian Rivers at Brunel University, London, for his guidance and support, as well as his expertise in the psychological effects of homophobia in schools that has helped raise the importance and visibility of this topic.
I have been fortunate to have a number of other senior scholars contribute to my research. I am very grateful to Professor Judy Treas at the University of California, Irvine for alerting me to the call for this book series, and to Professor Stephen T. Russell at the University of Arizona for his support in career development. Professor Robert Barratt at Bath Spa University was a source of support throughout the writing of this book and the work that led up to it. I am also grateful to Dr. Elizabeth Atkinson at the University of Sunderland for the invitations to the seminars where I first met some of the young people whose voices are heard in this book.
I would also like to thank the Education, Identities and Social Inclusion Research Group at Brunel University and the Sexualities and Gender Research Group at Cardiff University, which provided intellectual spaces in which my ideas could flourish.
Much of the reality of this book is due to those who helped with the tasks of proofreading and providing input on the manuscript itself, including Professor Eric Anderson, Dr. Grant Tyler Peterson, Dr. Ady Evans, Max Morris, Dr. Dawn Leslie, Adi Adams, Ben Rockett, Dr. Shaun Filiault, Matt Ripley, and Robin Pitts. I would also like to thank the series editors, Dr. Phil Hammack and Professor Bert Cohler, for their support, as well my editor at Oxford University Press, Abby Gross. I am also grateful to the Rutlish Foundation and the Teacher Development Agency for their financial assistance throughout my doctoral studies. Finally, I would like to thank my family and friends for their support, friendship, and stress relief throughout this process. (p.xviii)