Refusing the Performance

Disrupting Popular Discourses Surrounding Latino Male Teachers and the Possibility of Disidentification

Bibliographic Data

ID8924638
AuthorsMichael V Singh (0000-0001-7714-5337, University of California, corresponding author)
Year2019
Volume55
Issue1
Pages28-45
Publication date2019-01-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEducational Studies (JOURNAL)
Journal identifiersISSN: 0013-1946 • E-ISSN: 1532-6993
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131946.2018.1545654
OpenAlexW2909431485
LanguageEN
Citations received8
References cited44

Popular discourses surrounding male teachers of color can serve to reify confining and problematic notions of masculinity in schools. Taking a critical approach to the study of gender and race, this article highlights the ways schools reproduce specifically Latino male identity through the cultural expectations of Latino male educators, as well as the gender performance of Latino male teachers themselves. Through an ethnographic case study of a middle school Latino boys’ program in the San Francisco Bay Area, I explore the ways one Latino male teacher navigates cultural pressures surrounding the enactment of Latino masculinity. This study uncovers the ways the scarcity of Latino male educators creates a pressure to perform specified notions of masculinity; particularly that of the domineering, hypermasculine disciplinarian. Furthermore, this study looks at embodied resistance to dominant discourses of Latino masculinity through deviant gendered performances, locating the body as a key site of struggle

Pedagogy · Sociology · Critical Race Theory in Education · Gender Roles and Identity Studies · Gender Studies · Psychology · Social Psychology · Teacher Education and Leadership Studies

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