Gender and Sexuality: Teaching While Male, An Autoethnography

• In Event: Research in Progress Roundtable Session 3
  In Invited Roundtable: School Context, Teaching and Learning, and Moral Education: Insights from Research on Language, Race, Gender, and Sexuality (Table 18)

Abstract

Explores the intersection of language, gender, and sexuality through a non-white, Pacific Islander, gay, cisgender male educator experience. Employing an autoethnographic approach, the research examines how masculinity and professional identity are negotiated and interrogated within U.S. K-12 education. Drawing on Lippi-Green’s (2011) theory of language subordination, Standard Language Ideology (SLI), and critical gender theory, the study investigates how dominant narratives surrounding masculinity shape pedagogical expectations and interpersonal dynamics. The research seeks to illuminate the challenges and strategies of navigating masculinity in the workplace while advocating for more inclusive pedagogical practices. Contributing to a deeper understanding of male educators across the spectrum of masculinity can move beyond reductive stereotypes and implement transformative, inclusive teaching strategies.

Author

• Roberto Jacob Laanan, University of Utah