Multiply Marginalized Early Career Teachers' Identity Negotiation

• In Event: Fairmont Roundtable Session Two
  In Roundtable Session: Lessons on Supporting Minoritized Learners and Teachers (Table 6)

Abstract

Multiply marginalized early career (MMEC) teachers often face significant challenges due to marginalization and inequities that plague our educational landscape. The goal of this study is to explore the ways that MMEC teachers manage their intersecting identities of race, gender, and sexuality, and negotiate them as they navigate complex school and societal contexts. This study tells the stories of three MMEC teachers through the application of narrative inquiry. We found that when multiple identities intersect, the marginalized racial identity was foregrounded. We also found that MMEC teachers exercised varying levels of agency depending on how firmly their marginalized identities were grounded. Implications with respect to the diversification of the teacher workforce, and students’ learning and wellbeing are discussed.

Authors

• Ji Y. Hong, University of Arizona
  Presenting Author

• Taylor A. Roloff, University of Arizona
  Presenting Author

• Dionne Cross Francis, University of North Carolina - Chapel Hill
  Presenting Author

• Faqryza Ab Latif, University of Arizona
  Presenting Author

• Kelly Chong, Round Roc
  Presenting Author

• Paul A. Schutz, University of Arizona
  Presenting Author