Decision-Making Processes of Revealing Identities for Teachers with Concealable Stigmatized Identities (Stage 2, 7:59 AM)

• In Event: e-Lightning Ed-Talk Session 1 - Stage 2

Abstract

Teachers with Concealable Stigmatized Identities (CSI) face the dilemma of whether to disclose their identities in schools—a decision involving the expression of their true selves but risking discrimination from colleagues, parents, or administrators, thereby affecting their teaching and career development. This study explores CSI teachers’ decision-making processes of disclosing identities in schools. Integrating ecological systems theory with critical narrative inquiry, the study analyzes the complex trade-offs teachers navigate through cultural stereotypes and professional risk. Semi-structured interviews with 20 teachers indicate that school leadership, peer culture, and classroom interaction are key factors encouraging CSI disclosure. This study contributes to the literature on teacher identity construction and provides theoretical and practical inspirations for promoting educational equity and CSI groups.

Authors

• Yijia Chen, University of Arizona

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

• Ji Y. Hong, University of Arizona

• Travis Jon Dean, University of Arizona

• Soojeong Lee, University of Arizona

• Lijie Liu, University of Arizona

• Taylor A. Roloff, University of Arizona

• Jing Zhao, Educational Psychology

• Paul A Schutz, University of Arizona