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Abstract

A significant body of research examines the roles and characteristics of teachers who identify as allies to lesbian, gay, bisexual, transgender, and queer (LGBTQ) students. Literature notes LGBTQ students’ vulnerability but often excludes students’ racial identities as relevant to LGBTQ identities. Drawing on queer theory and a longitudinal study, this paper examines through individual and focus group interviews the ways that a novice English Education teacher shifted from a bifurcated understanding of race as separate from LGBTQ topics to a position that fully embraced the importance of race as a factor in both serving LGBTQ students and teaching LGBTQ-positive topics.

Author Biography

Stephanie Anne Shelton is Assistant Professor of Qualitative Educational Research in The University of Alabama College of Education’s Department of Educational Studies in Psychology, Research Methods, and Counseling as well as an affiliate faculty member of the university’s Department of Gender and Race Studies. Stephanie is Vice Chair of the Genders and Sexualities Equality Alliance in the National Council of Teachers of English (NCTE) and Co-Chair of the Literacy Research Council’s Gender and Sexualities ICG.

 

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