Graduate Research Papers

Availability

Open Access Graduate Research Paper

Abstract

The purpose of this paper is to analyze the experiences of a queer teacher in the Midwest. It examines how my identity, community, and professional practice intersect within the schools I taught that had traditional cultural norms. Through analysis of key moments in my personal journals and school emails, this study highlights the complexities of navigating visibility, safety, and authenticity in the classroom while teaching science.

The research examines experiences in teaching science and advocating for Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+) inclusion, including the formation of a student organization, the Gay–Straight Alliance (GSA). The data provides insight into how queer educators often serve as both teachers and informal advocates for marginalized students. At the same time, the study explores the emotional labor and career risks that accompany this role, specifically in Midwest communities where acceptance is evolving but not guaranteed in every space.

My autoethnography fills a gap in research on LGBTQ+ educators and highlights the importance of queer representation in schools, supportive school environments, and how queer educators transform and create spaces of belonging for students. Ultimately, this project seeks to show how queer teachers navigate their professional and personal identities in the Midwest while creating inclusive and affirming communities in their classrooms.

Year of Submission

2026

Degree Name

Master of Arts

Department

Science Education Program

First Advisor

Dawn Del Carlo

Date Original

2026

Object Description

1 PDF file (83 pages)

Language

en

File Format

application/pdf

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