Andrea D. Jackson, Ed.S.

The Lived Experiences of Public K-12 Teachers

Background

Victorian ideologies, as explored by Strober and Tyack (1980), led to the policing of gender seen in education systems today. Women were viewed as more nurturing, patient, and understanding of children, asserting that women made better teachers (Strober & Tyack, 1980). The rise of patriarchy into the 19th century persisted as males continued to assume managerial roles as principals and superintendents, establishing authority regulating instruction, and overseeing adherence to curriculum guidelines, while state regulation made way for the feminization seen in schools today. As such, the ideal or “prototype” teacher is a heterosexual woman (Kahn & Gorski, 2016). The National Center for Education Statistics (NCES) reported during the 2020-2021 school year, 77% of the teacher population in public elementary and secondary schools were female, and 80% white (NCES, 2023).

Data from the same school year reflected a disproportionate student-to-teacher racial and ethnic ratio across demographics:

28% Hispanic students
9% Hispanic teachers

5% Asian students
2% Asian teachers

15% Black students
6% Black teachers

(NCES, 2023)

Statement of the Problem

For more than two decades, queer teachers have been fearful to advocate for themselves and queer youth, stemming from a precedent of discrimination (Jackson, 2006), as legalitiesacross the nation continue to change the landscape of education for queer teachers (Goldberg & Abreu, 2023). Powell (2022) asserted, “Intersectional analysis reveals that it is clear that there is a need for more research that centers on the lives, teaching experiences, and practices of queer teachers of Color, in general, and Black queer educators specifically.” Brockenbrough (2012) agrees the experiences of Black queer teachers is a field left unacknowledged stating, “The absence of black queers from the research literatures on black teachers and queer teachers leaves important questions unanswered regarding their participation in the teaching profession.”

Research Questions

• What are the lived experiences of self-identified Black queer teachers in K-12 public schools?
• What are the differences in experiences as a Black heterosexual teacher in comparison to being a Black queer teacher in K-12 public schools?

Theoretical Framework

• Queer Theory: coined by de Lauretis, is an extension of gender and sexuality studies and works to define what is deemed as normal in a heteronormative society (1991).
• Performative Theory: as defined by Foucault (1976) and supported by Butler (1997), refers to the stance that sexual identity is “a socially constructed ideal.”

Methodology

The study will implement a narrative methodology through:

• Semi-structured interviews
• Journal entries
• Artifact analysis

Anticipated A Priori Themes

• Over-policing
• Macro and microaggressions
• Tokenism
• Assimilation into the dominant culture
• Stereotyping/tropes
• Shattering the glass ceiling by marginalized populations

This poster was presented at the 2024 CPED Convening