My Autohistoria-Teoría (Trans)formational Experience: An Autoethnographical Case Study of a Transgender BIPOC Teacher’s Experience with Racial Healing
International Journal of Transgender Health
Taylor & Francis Inc.
Background: Visibility of the transgender community has increased, particularly in the media. Trans teachers face a challenge, as their professional roles are both public and private. In an effort to seek personal and professional support, trans teachers have turned to social media outlets. Additionally, current research does not always encompass intersectional experiences of trans BIPOC teachers. Aim: This paper presents an autohistoria-teoría, or autoethnographical case study account of the author’s experience coming out in the workplace as a trans teacher in Texas. Methods: Guided by Slavin et al. multicultural model of the stress process coupled with intersectionality, this paper attempts to describe how a trans teacher of color navigates the workplace. The data for this study are a collection of all of the author’s social media posts from 2005 to 2015. Results: Findings reveal that allies provided some support, and that this trans teacher used deflection as a coping strategy in posts. Conclusion: The results suggest that administrative and peer support can impact transgender workers’ mental well-being. In this paper, autohistoria-teoría is used as a powerful way for a trans BIPOC teacher’s narrative to be told, which contributed to cultural healing.
Suárez, M. I.(2022). My autohistoria-teoría (trans)formational experience: An autoethnographicalcase study of a transgender BIPOC teacher’s experience with racial healing. International Journal of Transgender Health (formerly International Journal of Transgenderism), 23(1-2), 243-254.https://doi.org/10.1080/26895269.2020.1838395(Scopus CiteScore: 5.1; SJR: 1.027; SNIP: 1.348)