SAMUEL, S. .; JONATHAN, G. . Using Minority Stress Theory as a Conceptual Lens to Frame the Experiences of Teachers Who Identify as LGBTQ+. International Journal of Learning, Teaching and Educational Research, [S. l.], v. 18, n. 7, p. 1–15, 2019. Disponível em: http://ijlter.net/index.php/ijlter/article/view/532. Acesso em: 12 aug. 2026.