Cultural Relevancy and Toxic Masculinity: Latino Male Teachers Navigating Heteropatriarchal Expectations of Manhood

• In Event: AERA Roundtable Session 10
  In Roundtable Session: Resistance, Resilience, and Storytelling: The Intersection of Race, Class, and Gender

Abstract

There has been considerable effort to recruit and retain more men of color (MOC) into the teaching profession. While research documents the benefits these men bring to the classroom, critical scholars point to the ways racial and gender logics undergirding this development frames the ideal male teacher-role model to be cisgender, straight, and conventionally masculine. This paper uses critical and intersectional frameworks to examine the ways justice-oriented Latino male teachers navigate heteropatriarchal expectations of their pedagogy and gender performance. Drawing from interviews with six Latino male teachers, I highlight the ways Latino men encounter heteropatriarchal conceptualizations of cultural relevancy from multiple sources. I also highlight the ways research participates intentionally subvert heteropatriarchal narratives associated with MOC teachers.

Author

• Michael V Singh, University of California - Davis