Teaching While Male, An Autoethnography in Gender and Sexuality

• In Event: Sunday Roundtable Session
  In Paper Session: (re)defining Masculinities: Race, Disability, and Visibility in Higher Education

Abstract

This study explores the intersection of language, gender, and sexuality in the experiences of a non-white, Pacific Islander, gay cisgender male educator. Using an autoethnographic approach, the research examines how masculinity and professional identity are negotiated and interrogated within the context of 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. By analyzing three years of teaching experiences across diverse school districts in the U.S. South, the research seeks to illuminate the challenges and strategies of navigating masculinity in the workplace while advocating for more inclusive pedagogical practices. This work contributes to a deeper understanding of how male educators across the spectrum of masculinity can move beyond reductive stereotypes and implement transformative, inclusive teaching strategies.

Author

• Roberto Jacob C. Laanan, University of Utah