As the student population diversifies, teaching initiatives increasingly seek to recruit Teachers of Color, particularly Black men. Yet, less is known about how teachers with intersecting marginalized identities navigate their roles and impact school communities. Through a case study, this study examines how the identity of one Black gay male music teacher shapes his self-perception and interactions within his school. Data were collected through a survey, three semi-structured interviews, and school and teacher artifacts, and analyzed using Grounded Theory methods. Guided by Critical Race Theory and Bronfenbrenner’s (1979) ecological model, the findings demonstrate the added value of bringing one’s entire self and authenticity into the classroom and school environment, but require careful foregrounding and backgrounding of identities. Moreover, his presence in the school provides a counterstory and challenges dominant narratives, which he also fosters through culturally relevant pedagogy and inclusive curriculum to normalize diverse identities and broaden representations for students. These representations also positively affect his interactions with school staff, parents, and guardians. However, discussions about race remain superficial, creating tensions as he navigates intersecting identity politics within his schools. Implications suggest that deliberate, attentive listening to the stories and experiential knowledge of Black, Indigenous, and People of Color is essential to supporting diverse educators, fostering truly inclusive school environments, and guiding recruitment and retention efforts.
Edgar Díaz (Wed,) studied this question.