Heteronormativity in Education: Trauma, Transmutation, and Implications for Tomorrow

• In Event: The Mess of Educational Leadership: Embracing Transdisciplinary Approaches to Gender, Sexuality, Race, and Class in Educational Leadership

Abstract

Framed by queer theory, this qualitative study examines heteronormativity in educational leadership, and explores the unique experiences of homophobia that occur amongst Latinx gender and sexually diverse youth (GDSY) in the Rio Grande Valley (RGV) region of South Texas. Latinx GSDY in the RGV are less likely to be in schools that adopt affirming policies and practices and are therefore more likely to experience homophobia. It is also likely that their social, emotional, physical, and academic wellbeing are impacted negatively. The study collected written journal responses from nine Latinx gender and sexually diverse alumni of RGV schools (including the researcher) that presently serve as community leaders and advocates. Findings suggest that homophobia is experienced as trauma and that participants employed positive trauma responses to confront their experiences. Furthermore, the study identifies a transmutation process underwent by participants to transform negative experiences into positive outcomes. Further research is needed to develop tailored professional development that confronts the negative effects of heteronormativity in education and that prepares leaders to identify, employ, and sustain affirming policies and practices that mitigate how Latinx GDSY experience and confront homophobia. Additionally, future research is warranted to better understand the transmutation process and the role that Latinx intergenerational trauma may play in trauma response for Latinx GDSY in the RGV.

Author

• Heraclio Flores, University of Texas Rio Grande Valley
  Presenting Author