Between Social Discourse and Power Relation, and the Self-Expression: Perceptions on the Fluidity of the Identities of Gay-Male Science Teachers

AUTHOR(S)

ERLAND N. COLE ROGAR R. GARCIA, EdD

ABSTRACT

—— Forcing the fluidity of identity is cruel. I explored the perceptions on how social discourses, power relations shape identity. Guided by descriptive qualitative design, I interviewed seven purposively selected gay-male science teachers, and analyzed the data via thematic approach. Consequently, I learned that social discourses (neutrality, professionalism, and heteronormativity) and institutional power relations between institutional mandates and gay-male preferences, shape gay-male science teacher fluid identity. Policy makers may actively implement inclusive policies that go beyond compliance to create empowering school environments where diverse identities are respected and supported. Multiple linear regression and exploratory factor analysis, along with qualitative approaches may be done to evaluate the implementation of revised policies, and identified viewpoints from administration and colleagues about the gay-male teacher circumstances. Keywords: Social discourse, power relation, self-expression, fluidity of the identities, gay-male, science teachers