Overview

Since my dissertation is over 100 pages long, I decided to break it down to a more user-friendly format. Although I would encourage you to read my dissertation in its entirety to understand the context and more about the participants in this study, each domain will take you to a page dedicated to discussing what the participants stated in their interviews.

Additionally, my findings and discussions have also been broken down and can be found under the domains. Again, I encourage you to read the whole dissertation to understand more about my perspective and framework for this study.

Study Limitations

  • All participants were already out on campus; thus, the voices of BIPOD Queer teachers not out are still missing from the literature.

  • Out of the six participants, five identified as Queer and Latine or Hispanic. Thus, the voices of Black Queer teachers, Asian Queer teachers, and more are still underrepresented in the literature.

  • This dissertation was limited to Southern California; the voices and perspectives of other Queer Teachers of Color across the United States still need to be heard.

  • This study only focused on the intersecting identities of Race and Queerness. Additional identities and intersections must be studied to improve our understanding of the experiences of Queer teachers.

Authentic Self

Queer Teachers of Color (2023)

DOMAINS

click each image below to learn more

Discussion

Discrimination

Reactive Paradigm

Exclusionary Practices

  • The findings from this study suggest Queer BIPOC educators come out because they want to be their authentic selves at work.

  • Fears from this study that align with previous studies include the fear of rejection (Bednar, 2014; D’Allesandro, 2014; Tompkins et al., 2019) and the fear of being fired (Bednar, 2014; Shane, 2020; Toledo & Maher, 2019; Tompkins et al., 2019).

  • California’s Anti-Discrimination laws were another reason participants felt comfortable coming out and being out at work.

  • One participant felt their outness had a positive impact on Queer students. This claim is supported by previous studies (Guasp, 2012; Wei & Liue, 2019; Wenick et al., 2013).

  • One participant was out at work, but not at home. Meaning being out in one’s personal life is not a pre-requisite to coming out to colleagues. This aligns with previous studies on Queer Latines and not being out to their family (Bermúdez et al., 2010; Cantú, 2009; Eaton & Rios, 2017; Manning, 2014).

  • This study adds to the literature exploring the discrimination people face because of their Queer identity. Regardless of location, teachers experienced discrimination from administrators, colleagues, and outside factors.

  • This finding is supported by previous studies (Mayo, 2020; Ullman, 2020). Those participants who experienced unconscious misgendering stated it had shorter and less adverse effects on their mental health. Whereas, conscious and over misgendering had prolonged and adverse effects on their mental health.

  • Regardless of discrimination and hardships experienced, most participants did not seem to harbor negative feelings about their situations. They instead recognized they experienced discrimination, allowed themselves to ruminate in their feelings, and then released that stress and worry. A possible explanation for this phenomenon is the support networks in their life and coping methods.

  • Support networks played a role in mitigating participant’s stress. Most of the participants could name a colleague, administrator, or a person off campus who they could go to for support. Colleagues and administrators seem to play a vital role in reducing adverse mental health, aligning with previous studies (Taylor et al., 2016; Tompkins et al., 2019).

  • Gray et al. (2016) identified actions only taken after discrimination happens as occurring with the reactive paradigm.

  • Administrators were reported to be inactive to prevent discrimination from happening, even when they knew they had Queer teachers on campus.

  • Administrators who did take action, often took it after new laws or policies were passed at different levels.

  • Although participants were unsure if they were being excluded because of their Queer Identity, they felt it was the reason.

  • Two of the participants who experienced exclusionary practices ended up resigning from their school, although the exclusion was not the prime reason they left. However, Tompkins (2019) suggests that these types of practices can lead to teacher turnover.

Implications for Education

Professional Development

  • District leadership also needs to learn how to support Queer teachers, administrators, and staff members. From learning, make inclusive policies recognizing, protecting, supporting, and elevating all teachers.

  • Learn and be prepared. You never know when it can happen, so take steps to prevent it from happening. When it does happen, listen and show your support. If it is discrimination, be clear that hate does not have a place on campus and take the appropriate steps to protect the harmed party.

  • Safe and Supportive Schools Act (2019) requires biannual training. Training for teachers should be more than a click-through module for compliance. Professional Development is about learning, discussing, role-play scenarios. Take the steps needed to ensure your teachers and staff know what to do.

Promoting Queer Educators

  • Inclusion is taking steps to acknowledge, welcome, and represent all groups in the school district at all levels. It is not enough to make a policy or an announcement. What changes are being made so those policies are seen on a daily?

  • Often the same teachers, students, or groups of people are recognized. There are often many teachers who are not recognized for doing their job or being who they are. Take time and recognize the achievements and efforts of all teachers. Use appropriate pronouns for all people you are covering, discuss people identify (if they allow it), and show your support to making a diverse and inclusive staff.

Addressing Queerphobia

  • One teacher in this study felt supported and defended by their administrator; others did not. Credential programs need to include information on how to intervene during instances of homophobia and transphobia.

  • It is not only about how to respond after an incident but how to prevent and reduce the likelihood of queerphobia from occurring. Therefore, being proactive in policies that state how hate will not be tolerated and having that information disseminated to the community in various forms.

Accountability for Inclusive Policies

  • In addition to providing training to teachers and administrators, district personnel must follow through with the training to ensure change happens.

  • Providing School Climate Surveys to teachers, students, staff, caregivers, and families is one way to collect data.

  • Although a seemingly small change, stepping away from “boys and girls” to “everybody” and “it is his or her responsibility” to “it is the student’s responsibility” matters. Updating the language in different documents is a small yet important step towards inclusitivity.