An Autoethnography of a Gay Latino Scholar Navigating Academia and Social Studies Education

• In Event: Queer Male Teachers of Color in the Social Context of Education VP Session

Abstract

In this autoethnographic study, I examine how I navigate/have navigated the challenges of teaching social studies as a gay Latino educator and scholar amid restrictive identity-based legislation. Through critical self-reflection and narrative inquiry, I explore the intersections of race, sexuality, and professional identity to reveal how broader sociopolitical forces shape my lived experiences in academia and the classroom. I highlight strategies of resistance, resilience, adaptability, and advocacy, as well as the tensions between personal authenticity and institutional expectations. In particular, my experiences as a Brown teacher and educator illustrate how my identities and practices serve as an added value by diversifying perspectives, challenging inequities, and affirming marginalized identities. This study also demonstrates how autoethnography can function as both a methodological and pedagogical tool for addressing inequities and supporting marginalized identities in education.

Author

• Edgar Díaz, Utah State University