On Being Black, Male, Gay, and Gifted: Reflections on Childhood and Teaching

• In Event: Our Bodies, Ourselves: Queerness, Gender Identity, and Performance

Abstract

Brockenbrough (2008) writes, “the closet is, thus, repeatedly decried for impeding the ability of queer teachers to mentor and encourage queer students and transform the homophobic cultures of schools.” This autoethnography explores the author’s identity as Black, gay, and gifted as a student in conversation with his experiences as a teacher. I employ Whiting’s Scholar Identity Model. Whiting defines scholar identity “as one in which culturally diverse males view themselves as academicians, as studious, as competent and capable, and as intelligent or talented in school settings (Whiting, 2006). His model focuses on 9 main tenets; particular attention is paid to constructions of masculinity. I contend examining being Black, gay and gifted offers a new lens to Whiting’s work.

Author

• Christopher J.P. Sewell, Williams College