CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies that will dissect the

significant variables of this study. In addition, this also presents the synthesis of the state-of-the-

art, the gap bridged by the study, the theoretical and conceptual framework to fully fathom the

study.

Review of Related Literature

The exploration of non-conformist narratives among LGBTQ mathematics teachers in

Sorsogon Province, within the context of gender stereotypes, has emerged as a critical area of

inquiry. This review integrates an array of literature that investigates the multifaceted

experiences of LGBTQ in the society, addressing challenges, triumphs, and the nuanced ways in

which they navigate their professional roles. By which, the following reviews of related literature

are significant to the present undertaking:

In the article reviewed by Ellemers (2018) she gives credence to the stereotypes that

encapsulate societal expectations pertaining to members of specific social groups, serving as

generalized assumptions that often overlook the nuanced individuality within those groups.

While statistical differences may exist on average between these groups, it is crucial to recognize

that not every individual within a given group conforms to these overarching trends. For

example, while statistical averages might suggest that men, on average, are taller than women,

the existence of individual cases where this is not the case, or where the height difference is even

reversed, underscores the diversity within these groups. Nevertheless, the inherent nature of

stereotypes tends to foster an inclination among individuals to magnify the perceived disparities
between various social groups while concurrently underestimating the internal variations

inherent within each group.

Meanwhile, in the article of Edwards et al, (2017) suggests that educators cultivate a

professional identity through the acquisition of a diverse skill set, the accumulation of extensive

knowledge, and the transformative journey from neophyte to seasoned practitioner. This

developmental trajectory underscores the multifaceted nature of teaching expertise. In

recognizing the importance of situating teachers within their socio-cultural contexts, there is a

growing acknowledgment of the imperative to assist educators in navigating the intricate

interplay between their personal experiences and beliefs and the subsequent influence or shaping

of their pedagogical practices. The authors assert the efficacy of adopting a sociocultural

perspective in examining teaching practices, asserting its superiority over clinical studies that

tend to isolate educators from their social and cultural milieu. This perspective emphasizes the

intricate connections between the personal and professional dimensions of teaching, thereby

providing a more nuanced understanding of the dynamic interrelationships that inform

pedagogical approaches.

High school educators who identify as LGBTQ face a series of challenging decisions

regarding the disclosure of their sexual orientation and/or gender identity within the school

environment. The dilemma involves whether to be openly "out" as a means of serving as positive

role models for LGBTQ students. The American Civil Liberties Union (ACLU) substantiates

these challenges, revealing through their data that a mere 20 states possess comprehensive non-

discrimination policies encompassing both sexual orientation and gender identity. (ACLU,

2017)
In the dissertation of Whipple (2018) about the “LGBTQ Secondary Mathematics Educators:

Their Identities and Their Classrooms.” He exclaims these phrases:

“Gender is one aspect of identity that can encourage or

discourage participation in mathematics. Using the nature-identity

construct, women have been labeled as genetically guided by emotions,

whereas men have been labeled as rational and logical when it comes to

problem solving.”

Meanwhile, in the statement of (Connel, 2015) she testimonizes her experiences in

teaching, by which she explicitly said:

“For my final two years of teaching, I did not have to live in fear of

losing my job, and the consistent agitation that the wrong group of parents

or the wrong administrator could end my career was alleviated. Those

teachers living without nondiscrimination policies live with that fear, and

moving to a new community to restart a career may not be an option;

therefore, many teachers, particularly in socially and politically

conservative areas of the country, choose to keep their true sexualities or

gender identities hidden.”

The juxtaposition of Ellemers' (2018) exploration of stereotypes, Edwards et al.'s (2017)

examination of educators' professional identity development, and the challenges faced by

LGBTQ high school educators, as elucidated by the ACLU (2017), Whipple's (2018)

dissertation, and Connel's (2015) personal testimony, collectively underscores the intricate

intersectionality of societal expectations, professional identity, and individual well-being within

educational contexts. Ellemers advocates for a nuanced understanding of stereotypes,

emphasizing the need to recognize the inherent diversity within social groups, a concept parallel

to Edwards et al. (2017) call for situating educators within socio-cultural contexts to comprehend

the dynamic interplay between personal experiences and professional practices.

The challenges faced by LGBTQ high school educators, as highlighted by the ACLU and

individual testimonies, illuminate the complex decisions educators must navigate concerning

disclosure, impacting their professional and personal well-being. Whipple's dissertation furthers

the narrative by shedding light on the role of gender stereotypes in mathematics education,

emphasizing how societal constructs can either encourage or discourage participation in the field.

Connel's testimony amplifies the impact of nondiscrimination policies on educators' lives,

illustrating the palpable fear and anxiety that persist in the absence of comprehensive protective

measures.

Collectively, these perspectives reinforce the need for a holistic and inclusive approach in

education—one that not only recognizes the diversity within social groups but also

acknowledges the profound influence of societal expectations, personal identities, and

institutional policies on the professional experiences of educators. The call for comprehensive

nondiscrimination policies, sociocultural perspectives in pedagogy, and a conscientious

understanding of gender stereotypes all converge to underscore the imperative of fostering

inclusive educational environments that prioritize the well-being and professional growth of all

educators, irrespective of their gender identity or sexual orientation.

In addition, amidst the prevailing ambiguity surrounding the intricate nuances of

biological sex and gender, there emerges a compelling prospect for the evolution of mathematics

curricula and pedagogical approaches, with the aim of cultivating more inclusive classroom
environments. However, despite the evident need for such transformative shifts, a conspicuous

dearth of research persists in assessing the actual implementation of these progressive changes

within educational settings. (Kumashiro, 2019)

Significantly, (Butler, 2017) reiterates that everyone has various characteristics or aspects

of themselves that they consider to be a part of their identity that have been formed through a

complex emotional and social process. Some of those aspects are connected through societal

performances or narratives.

Adding so, the formation of mathematics teachers' identities is intricately entwined with

the social structures inherent in educational institutions and their personal experiences, as

elucidated by Hodges et al., (2022). This process of identity negotiation unfolds within

classroom dynamics, encompassing curriculum engagement, instructional practices, and

participation in professional development initiatives. The construction of a mathematics teacher's

identity is akin to a nature-identity paradigm, wherein societal perceptions often designate

individuals as inherently "born to teach." Furthermore, mathematics, being commonly perceived

as a subject that students either comprehend or do not, contributes to the establishment of an

institution-identity, solidified through the professional trajectories of teachers.

These three above-mentioned literatures reflect a profound interconnectedness between

identity formation, societal expectations, and educational dynamics. Kumashiro (2019)

underscores the pressing need for transformative shifts in mathematics curricula and pedagogical

approaches to foster inclusivity, acknowledging the persistent gap in research assessing the

actual implementation of these changes within educational settings. This observation aligns with

the contention by Butler (2017) that individual identities are complex, socially and emotionally

constructed, influenced by societal performances and narratives.

 Furthermore, Hodges et al. (2022) contribute a crucial dimension to this discourse by

emphasizing the intricate interplay between mathematics teachers' identities, societal

perceptions, and institutional roles. The nature-identity paradigm, where individuals are often

labeled as inherently "born to teach," and the establishment of an institution-identity within the

realm of mathematics education further underscores the multifaceted nature of identity

construction in educational contexts.

Relating this comprehensive understanding of identity negotiation, societal influences,

and educational dynamics to the present undertaking since it becomes evident that the

experiences and identities of LGBTQ mathematics teachers are intricately woven into the

broader tapestry of societal expectations and institutional roles. The identified gaps in inclusivity

within mathematics education, as highlighted by Kumashiro (2019), resonate with the potential

challenges faced by LGBTQ educators in Sorsogon Province, emphasizing the relevance of

exploring non-conformist narratives within this specific context. Understanding the complex

nature of identity formation within educational structures becomes pivotal in addressing the

unique experiences and narratives of LGBTQ mathematics teachers, contributing to a more

inclusive and affirming educational landscape in Sorsogon Province.

Adding heavier weight to this undertaking, Hornsey et al., (2015) reveals that stereotypes,

including gender stereotypes, serve as heuristic tools for quick estimations of general behavior

and group differences. However, relying on stereotypes hinders accurate assessment of

individual potential and characteristics. Gender stereotypes, while simplifying understanding on

a broad scale, exaggerate perceptions and reinforce societal boundaries. This oversimplification

justifies gender-based role differentiation and social inequality, impacting both those using

stereotypes and those subjected to them. The shared nature of gender stereotypes implies
widespread implications for individuals relying on or being exposed to these generalized

expectations.

More so, in the current overview of the protection of the rights of LGBT people in the

Philippines, it was found out that in educational institutions, individuals who identify as part of

the LGBT community face discrimination, bullying, and mistreatment, often justified under the

umbrella of "academic freedom," permitting educational institutions to formulate their own

policies. LGBT-related topics are notably absent from academic curricula. Nevertheless, a

directive from the Department of Education in 2012 aimed to shield children from violence,

abuse, and exploitation irrespective of their sexual orientation and gender identity.

Encouragingly, some instances of progress involve the organization of pride events on campuses

and the election of LGBT individuals to student councils. Therefore, there is no directives from

the DepEd or any other agencies that protect the educators from the non-conformist stereotypes

(UNDP et al., 2014)

For more understanding on the context of the struggles of LGBTQIA+ in the academe, this

recantation of Nodin (2016) reveals his anxiety on his article revealing his personal qualities and

classroom management styles which are two significant variables of this dissertation:

“My position as a gay academic in Psychology is dual. Some of my

research interests and track record of publications is suggestive of a gay

identity and I am out to most of my colleagues. On the other hand, I have not

yet come out while teaching, as this would seem out of place in most of my

lectures unrelated to topics of sexuality. However, I find myself often debating

whether I should or not come out to my students and what impact that would

have on them and on our academic relationship. While I believe that by

 coming out, I would be contributing to the provision of positive role models to

my students, anxiety about possible student reactions often holds me back. I

have nevertheless been able to overcome such anxieties in the context of small

group supervision where the topics being studied are related to LGBT+ issues

and therefore the act of coming out to students presents as more relevant

contextually and feels safer.”

On the other hand, Despite the heightened emphasis on LGBT+ inclusivity and

awareness in university settings, as evidenced by the formulation of explicit anti-discrimination

policies and regulations (cf. The Open University, 2021; University of Oxford, 2022), the

practical implementation and enforcement of these measures across the sector remain limited.

Notably, although policies are established and readily administered to prevent discrimination

against sexual minority staff members, LGBT+ students persistently encounter prejudice and, at

times, violence, primarily emanating from fellow students.

The significance of diverse (LGBT+) representations within the university environment

transcends the confines of lecture rooms, necessitating a comprehensive approach. LGBT+

educators grapple with a formidable decision – whether to disclose their identity to contribute to

this objective – navigating the intricate considerations of personal, professional, and pedagogical

ramifications, a deliberation typically absent for their heterosexual and cisgender counterparts

(Marrs & Staton, 2016). To address this disparity, fostering broader visibility and inclusivity of

sexual minorities within the curriculum and university milieu becomes a collective responsibility,

transcending individual sexual orientation or gender identity among faculty members. Moreover,

this obligation extends to the university as an institution, entrusted with the vital task of ensuring
a safe, acknowledged, and empowered environment for all individuals who study and work

within its confines.

Expanding on these discussions, schools undeniably remain spaces adhering to

heteronormativity, where diversity is often relegated to peripheral issues or marginalized aspects

of education. This reality, however, is not acknowledged within the heightened expectations

surrounding Equality, Diversity, and Inclusion, which are rooted in a depoliticized and

individualized neoliberal framework. The combination of these expectations, the prevailing

heteronormative environment, and the intrinsic link between sexuality and authenticity imposes

additional stress on individuals occupying the LGB subject position. This pressure does not arise

from the discrete identity itself but stems from its conspicuous absence within the educational

context. Teachers who choose not to disclose their LGB identity may inadvertently position

themselves as inadequate, conforming to a narrative wherein LGB individuals are often

perceived to fall short (Halberstam, 2021). Nevertheless, there exist avenues to navigate these

tensions and disrupt power structures, particularly when LGB educators are cognizant of their

positioning within dominant discourses.

Consequently, the diverse literature underscores the pervasive influence of stereotypes,

particularly gender stereotypes, in educational contexts, revealing their role as heuristic tools for

general estimations but also emphasizing their limitations in accurately assessing individual

potential and characteristics. The shared nature of gender stereotypes perpetuates societal

boundaries, impacting both those who use these stereotypes and those subjected to them.

Within the Philippine educational landscape, the protection of the rights of LGBTQ

individuals is a significant concern, as discrimination and mistreatment persist under the guise of

"academic freedom." The absence of LGBT-related topics in curricula further compounds the
challenges faced by the LGBTQ community in educational institutions. While there have been

positive instances, such as pride events and the election of LGBTQ individuals to student

councils, the absence of directives protecting educators from non-conformist stereotypes remains

evident. The personal narrative of Nodin (2016) adds depth to the struggles faced by LGBTQIA+

educators, revealing the internal conflict surrounding the decision to come out to students. The

anxiety about potential reactions from students underscores the complexities of navigating

personal and professional identities within the academic realm.

The challenges extend to university settings, where explicit anti-discrimination policies

are formulated, yet the practical implementation remains limited. The persistence of prejudice

and violence against LGBT+ students, particularly from their peers, highlights the disjunction

between policy intentions and their real-world impact.

The significance of diverse (LGBT+) representations within the university environment is

emphasized, requiring a collective responsibility among faculty members and the institution

itself. The decision of LGBT+ educators to disclose their identity is portrayed as a complex

deliberation, underscoring the nuanced considerations they face compared to their heterosexual

and cisgender counterparts.

In the broader context of schools, the perpetuation of heteronormativity persists,

sidelining diversity to peripheral or marginalized issues within educational institutions. The

heightened expectations surrounding Equality, Diversity, and Inclusion, grounded in a

depoliticized and individualized neoliberal framework, exacerbate the challenges faced by

individuals occupying the LGB subject position. The narrative of inadequacy, often associated

with LGB individuals who choose not to disclose their identity, becomes a part of a broader

societal narrative, reinforcing the need for disrupting power structures and navigating these
tensions within educational spaces. Relating this comprehensive understanding to the present

dissertation, it becomes evident that the experiences and challenges faced by LGBTQ educators

are deeply intertwined with broader societal expectations, institutional policies, and the

complexities of navigating personal and professional identities within educational contexts. The

literature reviewed provides valuable insights into the multifaceted nature of these challenges,

offering a foundation for understanding the non-conformist narratives within the specific context

of Sorsogon Province.

Review of Related Studies

There are pertinent related pieces of study presented here both in local and foreign

settings to provide rich background for the development of this study and to support the

discussion and interpretation of each data.

In the study conducted by Llewallyn et al., (2020) about “Within and between

heteronormativity and diversity: narratives of LGB teachers and coming and being out in

schools” suggests in their findings that in the realm of education, particularly in the context of

disclosing one's sexual orientation in school, available literature explores the challenges faced by

Lesbian, Gay, and Bisexual (LGB) teachers. Research findings indicate that these educators

undertake intricate identity work to navigate their roles as both LGB individuals and exemplary

teachers. Many aspire to be perceived as 'authentic' LGB educators, which often involves being

open about their sexual orientation at school. However, this pursuit is daunting, as it can lead to

perceptions of failure. Navigating this challenge involves strategically assuming the role of an

agent within dominant discourses rather than being their subject. The pressure on LGB teachers

to assert their existence stems not from the discrete nature of their identity but from its notable

absence in prevalent school discourses. This dynamic is particularly pertinent in the neoliberal
educational context, where teachers find themselves torn between conforming to

heteronormative expectations and embracing diversity. In this landscape, sexuality becomes

intimately tied to notions of authenticity.

The above-mentioned study provides a valuable context for understanding the present

dissertation since it investigates the struggles identified of LGB teachers in asserting their

existence in the classroom setting which find parallels in the experiences of LGBTQ

mathematics teachers in the specific geographic and cultural context of Sorsogon Province. The

intricate identity work undertaken by LGB teachers to balance their personal identity with their

roles as exemplary educators provides a valuable backdrop for understanding the experiences of

LGBTQ mathematics teachers in Sorsogon Province. The aspiration of LGB teachers to be

perceived as 'authentic' mirrors the desired authenticity explored in the present dissertation,

particularly within the cultural and geographical context of Sorsogon Province. The study's

insights into strategic navigation within dominant discourses, the pressure on LGB teachers to

assert their existence, and the challenges arising from the absence of LGBTQ perspectives in

prevalent school discourses directly align with the themes of the present undertaking. Moreover,

the exploration of the neoliberal educational context and the struggle between conforming to

heteronormative expectations and embracing diversity offers a broader perspective that may

inform the interpretation of the experiences of LGBTQ mathematics teachers.

Essentially, another dissertation conducted by Summer (2020) entitled ‘Not A Straight

Path: A Critical, Thematic Narrative Analysis of the Induction of Two Self-Identified, Gay,

Novice, English/Language Arts Teachers'' also corroborated the idea based on their findings that

intricately unravels the manner in which distinct interactions and experiences have sculpted the

participants' perceptions of the role of an English/Language Arts teacher. Notably, their

narratives unveil a growing intricacy as they transitioned into the teaching profession, presenting

them with a myriad of novel and at times conflicting demands compared to their experiences

during student-teaching. A nuanced examination reveals that the tensions they encountered, often

linked to the precarious nature of being first-year teachers, attained heightened complexity

through their endeavors to navigate the heteronormative underpinnings of their school culture.

Despite the inherent challenges, the participants' stories delineate their aspirations for the future,

prominently featuring the ambition to cultivate more inclusive and academically enriching

environments for LGBTQ+ students. The study culminates by articulating prospective directions

for teacher education and educational leadership, with a keen focus on addressing broader ethical

considerations inherent in LGBTQ+ research studies.

The above-mentioned dissertation bears notable relevance to the present undertaking

since it explores how specific interactions and experiences have shaped perceptions within the

realm of English/Language Arts teaching provides a parallel lens through which to understand

the narratives of LGBTQ mathematics teachers in Sorsogon Province. The identified increasing

complexity faced by participants upon entering the teaching field, particularly in negotiating

novel and sometimes conflicting demands, aligns with the complexities that may be inherent in

the experiences of LGBTQ mathematics teachers. Furthermore, the nuanced analysis revealing

tensions related to the precarity of being first-year teachers, compounded by the challenges of

navigating heteronormative school cultures, provides a valuable context for understanding

potential challenges faced by LGBTQ mathematics teachers. The participants' aspirations for the

future, as indicated in their stories, align with the broader theme of the present dissertation,

emphasizing the desire to create more inclusive educational spaces for LGBTQ+ individuals.
 In addition, an investigation of Gray (2023) regarding “Coming out as a lesbian, gay or

bisexual teacher: negotiating private and professional worlds” examines that the decision-making

process for Lesbian, Gay, and Bisexual (LGB) teachers regarding coming out or maintaining

privacy is intricately entangled within heteronormative discursive practices in schools. This

study examines the complex double bind imposed on LGB teachers, navigating the demand for

silence on their sexualities while concurrently expecting disclosure. The research highlights three

prevalent choices made by participants in coming out at work: maintaining privacy, coming out

to colleagues, and coming out to both colleagues and students. However, it discerns limitations in

the narrative devices employed within these coming-out stories, constrained by linguistic

techniques that confine the portrayal of sexual identities to the binary categories of straight or

gay/lesbian. The study underscores the constrained possibilities for teachers whose lives and

experiences fall beyond these limited categories.

The insights garnered from the above-mentioned study are highly pertinent to the current

dissertation since it delves into the intricacies of navigating heteronormative discursive practices

in schools, shedding light on the double bind experienced by LGB teachers. The examination of

the professional and personal implications of choosing to come out or not aligns with the broader

themes in the present dissertation, which focuses on understanding the challenges and

experiences of LGBTQ mathematics teachers in a specific geographic context. The identified

choices in the study—maintaining privacy, coming out to colleagues, and coming out to both

colleagues and students—offer a valuable comparative framework for understanding potential

strategies and decisions made by LGBTQ mathematics teachers in Sorsogon Province. The

limitations in narrative devices highlighted, specifically the binary categorization of sexual

identities, provide critical context for interpreting the complexities of non-conformist narratives

within the vicinity of the Province of Sorsogon.

In a parallel exploration, Keilwitz's (2016) dissertation titled "The Teacher’s Closet: A

Narrative Inquiry of Dual Identities of Lesbian and Gay Middle School Teachers in Georgia"

unveils three prominent themes: (1) the adept management of dual identities, (2) engagement in

strategic identity management approaches, and (3) a profound desire to serve as openly gay role

models for their students. These themes are skillfully interpreted through the prism of social

identity theory, enriching our understanding of the broader concept of gay teacher development.

A nuanced comprehension of these experiences is imperative for educators, administrators, and

educational faculty members. It equips them with an informed perspective, emphasizing the

significance of granting homosexual teachers the freedom to cultivate and embrace an authentic

identity. Furthermore, it underscores the importance of teaching through an authentic lens,

fostering an environment that values genuine self-expression.

Keilwitz's (2016) dissertation on "The Teacher’s Closet" holds considerable significance

for the present study on "Non-Conformist Narratives: Gender Stereotypes Experiences of

LGBTQ Mathematics Teachers in Sorsogon Province." The exploration of dual identities,

identity management strategies, and the desire to serve as openly gay role models provides

valuable insights into the challenges and aspirations of LGBTQ teachers. By connecting these

themes with social identity theory, the study enriches the understanding of gay teacher

development. This insight is particularly relevant to the current study, offering a comparative

framework for interpreting the experiences of LGBTQ mathematics teachers in Sorsogon

Province. The emphasis on authentic identity development aligns with the broader goals of

fostering inclusivity and supporting non-conformist narratives within the educational context,
providing a nuanced perspective that informs the exploration of gender stereotypes and LGBTQ

experiences in the specific geographic and cultural context under examination.

Furthermore, Steven's (2019) doctoral thesis, "Disrupting Heteronormativity Through

LGBTQ-Inclusive Themes: A Narrative Study of Three Teachers’ Experiences with Integrating

Identity in the HSS Curriculum," unfolds significant insights encapsulated in four pivotal

findings. The first revelation asserts that the disruption of heteronormativity is initiated through a

heightened awareness of self-identities. The second key discovery highlights the ethical

dilemmas that emerge when teachers acknowledge and recognize the diverse identities of their

students. A third finding accentuates that the process of disrupting heteronormativity is catalyzed

by the informal curriculum, underscoring the need for teachers to receive explicit support from

both policy frameworks and administrators. These comprehensive insights contribute

substantially to our understanding of fostering LGBTQ-inclusive themes within the humanities

and social sciences curriculum, offering essential perspectives that resonate with the present

study on "Non-Conformist Narratives: Gender Stereotypes Experiences of LGBTQ Mathematics

Teachers in Sorsogon Province."

Additionally, Gilbert et al.'s (2020) examination of "LGBIQ+ Teachers; Stories from the

Field'' presents a nuanced perspective on the historical trajectory of LGBITQ+ teachers,

challenging the simplistic narrative of linear progress from intolerance to acceptance. While

LGBITQ+ teachers today benefit from enhanced employment protections compared to previous

eras, reminiscent struggles and fears persist in teacher narratives. The study contends against

facile narratives of progress, urging a reevaluation of the dichotomy between 'happy' and

'unhappy' queer histories. Rather than turning away from the complexities inherent in the

narratives of queer and trans teachers, the study advocates for embracing the nuances and
recognizing that these narratives embody not only challenges but also the strengths of LGBTIQ+

individuals. In alignment with Ahmed's perspective, the study suggests that the so-called

'unhappy' stories illuminate the ways in which LGBTIQ+ teachers have been burdened with

societal expectations related to their sexuality and gender, yet it emphasizes that these identities

should be celebrated as unique strengths rather than viewed solely as liabilities.

The above-mentioned study is highly relevant to the present dissertation, since it

challenges the narrative of straightforward progress for LGBITQ+ teachers, the study

underscores the persistence of struggles and fears within teacher narratives, despite improved

employment protections. The call to avoid simplistic narratives aligns with the broader aim of the

present study, which seeks to explore the nuanced experiences of LGBTQ mathematics teachers

in Sorsogon Province. Embracing the complexities of queer histories and recognizing the

strengths inherent in these narratives resonates with the goal of understanding and supporting

non-conformist narratives within the educational context. This study serves as a valuable

comparative framework, emphasizing the importance of acknowledging both challenges and

strengths in the experiences of LGBTQ educators.

In Henderson's (2017) study entitled "Silence, obligation and fear in the possible selves

of UK LGBT-identified teachers," the intricate relationship between sexualities and schooling is

illuminated, unveiling the enduring impact of embedded assumptions of heterosexuality within

educational institutions. The study posits that the historically dissonant connection between

sexualities and schooling is further exacerbated by these heteronormative assumptions. LGBT-

identified teachers grapple with conflicting obligations: the imperative to conceal their identities

and the simultaneous pressure to serve as role models for their students. The concealment

highlights the underlying assumptions of heterosexuality perpetuating silence around sexualities

in educational contexts. Simultaneously challenging this silence and assumed heterosexuality,

LGBT-identified teachers feel compelled to become visible advocates for LGBT identity,

considering the welfare of their students. This obligation, akin to the silence and assumed

heterosexuality ingrained in schooling, is influenced by a complex temporal layering of past

experiences that shape their present teacher identities. The study sheds light on the intricate

interplay between past influences and future imaginings, creating 'possible selves' that wield

considerable influence in the present. Unveiling an often-unspoken underside to the celebrated

figure of the LGBT role model, the study explores the privately imagined future of the isolated or

ostracized LGBT-identified teacher whose sexual identity has been disclosed.

The significant study above is highly pertinent to the present dissertation since it explores

the dissonant relationship between sexualities and schooling, compounded by embedded

assumptions of heterosexuality, resonates with the challenges faced by LGBTQ mathematics

teachers in Sorsogon. Henderson's findings highlight the intricate negotiation of conflicting

obligations among LGBT-identified teachers, including concealing their identities while acting as

role models. The study's emphasis on past experiences influencing future imaginings aligns with

the present study's goal of understanding the nuanced experiences of LGBTQ educators and the

impact of historical contexts on their present roles. Henderson's insights into the complex

interplay of silence, assumed heterosexuality, and obligations within teaching contexts provide

valuable context for interpreting the non-conformist narratives and gender stereotypes among

LGBTQ mathematics teachers in Sorsogon Province.

Another study about “Intimate Possibilities: The Beyond Bullying Project and Stories of

LGBTQ Sexuality and Gender in US Schools” conducted by Gilbert et al., (2018) LGBTQ

sexuality and gender emerge as pivotal elements shaping a realm of intimate possibilities—
intellectual, political, social, and erotic. Within the delicate interplay between the narrative

content and the act of storytelling, students and educators at Central, East, and West High

Schools underscore the paramount significance of stories and storytelling in comprehending,

exploring, and inhabiting diverse sexual and gendered lives. The narratives highlight the

perpetual nature of these stories, emphasizing that there is no foreseeable end to the diverse ways

people articulate their sexualities and gender. Through their narratives, the participants envision

worlds where identities are claimed or left undefined, where a bold statement about one's sexual

or gender identity in one moment transforms into a question in another. This committed

interrogative stance aligns with an educational philosophy that perceives teaching and learning as

a transformative process, noticing and challenging the conditions that constrain possible worlds.

Such an approach refuses to deny students or teachers the space to imagine alternative narratives

for themselves and others, ultimately representing an educational paradigm that extends beyond

mere anti-bullying measures.

Gilbert et al., (2018) study on "Intimate Possibilities: The Beyond Bullying Project and

Stories of LGBTQ Sexuality and Gender in US Schools" holds notable relevance to the present

study on "Non-Conformist Narratives: Gender Stereotypes Experiences of LGBTQ Mathematics

Teachers in Sorsogon Province." The exploration of LGBTQ sexuality and gender as catalysts

for imagining diverse intimate possibilities provides a valuable contextual framework for

understanding the experiences of LGBTQ mathematics teachers. Gilbert's emphasis on the role

of stories and storytelling in shaping perceptions and identities aligns with the broader goal of

the current study, which seeks to unravel non-conformist narratives and gender stereotypes

among LGBTQ educators in Sorsogon Province. The recognition of the perpetual nature of these

narratives, where bold statements about identity may evolve into questions, resonates with the
nuanced experiences likely encountered by LGBTQ mathematics teachers. Moreover, the study's

commitment to an interrogative stance within educational practice aligns with the exploration of

alternative narratives, fostering an environment that encourages teachers to envision diverse

possibilities for themselves and their students beyond limiting conditions—a principle

particularly relevant to the study's focus on non-conformist narratives in Sorsogon Province.

Moreover, Russel (2020) conducted a study about “I don’t think my sexuality would

come into teaching at all: exploring the borderland discourse of Australian LGBTQ+ pre-service

teachers'' identifies that this study delves into the influence of gender and sexual identity on the

experiences of 12 Australian LGBTQ+ trainees. The participants acknowledged the privilege

associated with 'passing' as heterosexual, impacting their interactions with teachers and students

during training. The data indicate a significant focus on 'managing identity' as a key aspect of

their identity work, involving regular decisions about coming out or concealing their sexual

orientation—a dimension not faced by their heterosexual counterparts. The exploration extends

to the challenges of developing as an LGBTQ+ role model in teaching, with aspirations for

future work. The trainees express how the process of becoming a teacher unfolds as far more

complex than initially envisioned.

In addition, Russel (2020) found out that for some individuals, this may entail the

realization that a career in teaching might not align with their preferences, while others may

actively choose to be open about their sexual orientation, striving for authenticity. Alternatively,

individuals may navigate the borderland discourse, asserting their professionalism and opting to

keep their sexuality separate from their professional identity within the school context.

This exploration of diverse responses to the intersection of personal identity and the

teaching profession, as outlined in the provided paragraph, holds direct relevance to the present
study on "Non-Conformist Narratives: Gender Stereotypes Experiences of LGBTQ Mathematics

Teachers in Sorsogon Province." The varied approaches, including considerations of authenticity,

navigating borderland discourses, or even reconsidering a career in teaching, provide a nuanced

understanding of the challenges and decisions faced by LGBTQ mathematics teachers in

Sorsogon. The insights offered in this paragraph serve as a comparative lens through which to

interpret the experiences of teachers in the specific cultural and educational context under

examination, shedding light on the complex dynamics at the intersection of personal identity and

professional life within the teaching profession in Sorsogon Province.

In the same light, another study conducted by Wells (2017) about “Sexual Minority

Teachers as Activist-Educators for Social Justice” delves into the transformative journeys of four

Canadian educators—Joan, James, Gerard, and Murray—who transcended the confines of

heteronormative and gender-normative educational settings to embody the role of activist-

educators championing LGBTQ inclusion in their schools and communities. These individuals,

motivated by a commitment to justice, actively confronted and contested injustice within their

educational environments. Rather than viewing the future as fatalistic or predetermined, they

embraced it as a realm of possibilities, actively working to dismantle oppressive structures while

concurrently heralding new prospects for a more equitable world. Their stance firmly rejects the

preservation of the status quo, considering it an affront to their public pedagogy centered on hope

and possibility. For these critically queer educators, public education becomes more than a

potentially dehumanizing process; it transforms into a dynamic practice of liberation, embodying

Paulo Freire's assertion that, although challenging, change is undeniably possible.

In the praxis of these activist-educators, a critically queer approach emerges, reflecting a

commitment to challenging and transforming existing norms. Their educational philosophy

aligns with Freire's transformative ideals, emphasizing the difficulty yet feasibility of change.

This comprehensive engagement with their roles underscores their dedication to shaping a more

just and inclusive educational landscape, contributing to the ongoing discourse on the

transformative potential of educators who actively challenge systemic injustices within

educational institutions.

The insights derived from the examination of four Canadian educators' transformative

journeys, as articulated in the provided article, bear profound significance for the present study

on "Non-Conformist Narratives: Gender Stereotypes Experiences of LGBTQ Mathematics

Teachers in Sorsogon Province." The experiences of Joan, James, Gerard, and Murray, who

actively transcended heteronormative and gender-normative educational environments to become

activist-educators, offer a valuable comparative framework for understanding the potential

challenges and transformative possibilities within the context of LGBTQ mathematics teachers

in Sorsogon. Their commitment to denouncing oppressive structures and cultivating a pedagogy

of hope and possibility aligns with the broader goals of the present study, shedding light on the

nuanced dynamics at the intersection of personal identity, activism, and the teaching profession.

The article's emphasis on change as difficult yet possible, grounded in a critically queer praxis,

resonates with the present study's exploration of non-conformist narratives, providing a

conceptual foundation for interpreting the experiences and aspirations of LGBTQ mathematics

teachers in the specific cultural and educational milieu of Sorsogon Province.

Similarly, a thesis conducted by Gall (2018) about “Thematic Narratives of LGBT

Faculty Members’ Professional Identity and Activism'' encapsulates ten overarching themes

central to the experiences of LGBTQ+ individuals within educational settings. The identified

themes include the pivotal process of 'coming out,' the intricate negotiation of 'identity'
encompassing sexual and social facets, the fluidity of 'gender,' the pervasive issue of

'stigmatization,' the prevailing 'campus climate' shaping their experiences, instances of 'blatant

prejudice and discrimination,' the availability and efficacy of 'resources' for support, engagement

in 'advocacy' efforts, a perceived 'responsibility' tied to professional and activist roles, and the

cultivation of 'positive experiences' amidst challenges. Notably, the participants articulated a

profound fusion of their professional identity with their sexual and social identity, underscoring

the intrinsic interconnectedness of these aspects in their lived experiences. Additionally, activism

emerged as not merely a choice but an inherent 'obligation' for the participants, further

emphasizing the deeply intertwined nature of their professional roles and activism within the

broader societal context.

The synthesized themes, encompassing the intricate interplay of personal and

professional dimensions within the experiences of LGBTQ+ individuals in educational settings,

hold significant relevance for the present dissertation. The identified themes, such as 'coming

out,' 'identity,' 'stigmatization,' and 'advocacy,' provide a conceptual framework for understanding

the multifaceted challenges and opportunities faced by LGBTQ mathematics teachers in

Sorsogon. The participants' articulation of a fused professional identity intertwined with their

sexual and social identity resonates with the potential complexities encountered by educators in

the specific cultural and educational context under investigation. Furthermore, the notion of

activism being perceived as an inherent obligation underscores the intertwined nature of

professional roles and societal advocacy, offering a valuable perspective for interpreting the

narratives and aspirations of LGBTQ mathematics teachers in Sorsogon Province. This synthesis

serves as a guiding lens for comprehending the intricate dynamics at the intersection of personal
identity, activism, and the teaching profession in the specific geographical and cultural milieu

under examination.

Meanwhile, another significant study conducted by Simons et al., (2021) about the

“Experiences of Educators who Identify as Lesbian, Gay, and Bisexual” which is in the course of

a non-directive phenomenological qualitative research study, the investigation delved into the

lived experiences of educators self-identifying as LGB, a substantial portion of whom were also

individuals of color, constituting 62% of the sample. The research findings both affirmed and

expanded upon existing literature, revealing a longstanding presence of individuals who identify

as LGB within the educational domain, regardless of their openness about their sexual

orientation. The educators scrutinized in this study exhibited unwavering dedication to the field

of education, navigating varying degrees of support. Their commitment to education was

intrinsically linked to a broader community perspective, with their preparation for an educator

role commencing early in life. Noteworthy was their resilience and self-acceptance amid external

challenges, portraying a rite of passage that fortified them for their chosen career path. The

decision to embark on a career in education emerged as a core facet of their identities, reflecting

an act of courage in alignment with their profound dedication to the field.

The insights gleaned from the non-directive phenomenological qualitative research study

on the lived experiences of educators self-identifying as LGB, particularly with a notable

representation of individuals of color, hold profound significance for the present study. The

findings underscore a historical continuum of LGB individuals within the education sector,

offering a valuable comparative lens for understanding the narratives and challenges faced by

LGBTQ mathematics teachers in Sorsogon. The demonstrated dedication to education, early

preparation, and the act of entering the teaching profession as an intrinsic part of identity and
courage provide a contextual framework for interpreting the experiences of LGBTQ educators in

a distinct cultural and educational setting. The parallels in resilience and commitment portrayed

in both studies offer a foundation for exploring the unique non-conformist narratives and gender

stereotypes experienced by LGBTQ mathematics teachers in Sorsogon Province, enriching the

broader discourse on the intersection of personal identity and professional roles in education.

Further, the societal bias directed at this specific generational cohort has enduring

repercussions, influencing their generative aspirations and guiding their generative behaviors in

later life. Despite a lifetime marked by adversity, the participants shared narratives imbued with

positivity of transforming negative life events into redemptive narrative sequences. As young

adults, these individuals grappled with the profound losses of friends, colleagues, and peers to a

devastating disease that afflicted their communities of talent, love, and capability. Negotiating

their way out of concealed closets, they risked isolation to collectively raise a rainbow flag

symbolizing identity, awareness, and a shared cause. Positioned at the margins of society, these

individuals, through generative actions, instigated transformative change within themselves. This

study identifies three redemptive themes within their narratives: (1) navigating the impact of the

HIV/AIDS pandemic, (2) addressing the absence of positive role models, and (3) challenging

religious convictions. Each redemptive narrative unveils the stigma encountered by participants

and illuminates the generative outlets that trace the trajectory of resilience inherent in their life

stories. (Bower et al., 2019)

The above-mentioned findings on the study of Bower et al., (2019) elucidates in the

exploration of the generative desires and actions of a specific generational cohort, despite

societal biases and adversities, bear significant relevance to the present study on the present

dissertation. While the contexts differ, the shared themes of resilience, positive transformation,
and collective action resonate across both studies. The participants' experiences of navigating

stigmatization, grappling with absence of role models, and challenging ingrained beliefs echo

themes that may find parallels in the narratives of LGBTQ mathematics teachers in Sorsogon. By

highlighting generative outlets as responses to adversity, the study contributes a contextual

understanding of how marginalized individuals can effect change from within. The identified

redemptive themes serve as a conceptual framework for interpreting non-conformist narratives

and gender stereotypes within the unique cultural and educational landscape of Sorsogon

Province, enriching the discourse on the intersection of personal identity and professional roles

in the teaching profession.

Meanwhile, a study conducted by Kurian (2019) about “Rights-protectors or rights-

violators? Deconstructing teacher discrimination against LGBT students in England and the UN

Convention on the Rights of the Child as an advocacy tool” examines that the firstly, it

scrutinizes a gap in England's rights-protection policies for LGBT students and challenges the

prevailing narrative portraying teachers as inherent 'protectors' of rights. Secondly, it introduces

innovative analytical tools to identify and examine various forms of teacher discrimination

leading to rights violations. Thirdly, it proposes strategies for utilizing the CRC (Convention on

the Rights of the Child) for advocacy purposes, while acknowledging potential challenges,

omissions, and discrepancies within the convention's text and jurisprudence. By highlighting the

potential role of teachers in perpetuating discrimination, the study draws attention to complex

sociocultural forces that often contest or overlook the rights of LGBT students. It explores how

teachers, whether unaware, apathetic, reluctant, or prejudiced, may contribute to the violation of

LGBT students' rights, emphasizing the need for structured analytical frameworks to gain fresh
insights into the direct or indirect infringement of their rights to equality, information, and health

in the intricate realities of everyday pedagogy.

The findings presented in this study significantly contribute to the present dissertation on

"Non-Conformist Narratives: Gender Stereotypes Experiences of LGBTQ Mathematics Teachers

in Sorsogon Province." Firstly, by interrogating gaps in rights-protection policies for LGBTQ

students in England, the study prompts a critical examination of analogous policies and

protections within the specific cultural and educational context of Sorsogon Province. Secondly,

the construction of new analytical tools for identifying teacher discrimination leading to rights

violations provides a valuable framework for interpreting the non-conformist narratives and

potential gender stereotypes experienced by LGBTQ mathematics teachers in Sorsogon. Thirdly,

the suggested strategies for employing the CRC for advocacy, along with the acknowledgment of

potential pitfalls, offer insights into developing advocacy approaches for the rights and

experiences of LGBTQ educators in Sorsogon. Overall, the study's emphasis on challenging

prevailing discourses and fostering awareness of potential discrimination aligns with the broader

goal of the dissertation in unraveling and understanding the unique experiences of LGBTQ

mathematics teachers in Sorsogon Province.

Synthesis of the State of the Art

This review synthesizes literature, acknowledging Ellemers (2018) on societal

stereotypes, Edwards et al. (2017) on professional identity development, ACLU (2017) on

challenges faced by LGBTQ high school educators, Whipple's (2018) dissertation on gender

stereotypes in mathematics education, and Connel's (2015) testimony on the impact of

nondiscrimination policies.
 Furthermore, the literature stresses the need for transformative shifts in mathematics

curricula, as advocated by Kumashiro (2019), addressing the persistent gap in research assessing

implementation. Butler (2017) underscores the complexity of individual identities shaped by

societal performances, aligned with the interplay emphasized by Hodges et al. (2022) between

mathematics teachers' identities, societal perceptions, and institutional roles.

Hornsey et al. (2015) reveal stereotypes complicating assessments and reinforcing

societal boundaries, while UNDP et al. (2014) highlight the absence of protective measures for

LGBTQ individuals in Philippine education. Nodin's (2016) narrative emphasizes anxieties about

coming out for LGBTQIA+ educators. In universities, Marrs & Staton (2016) stress limited

implementation of anti-discrimination policies, urging collective responsibility for inclusivity

and advocating transformative shifts in education. Despite the proclaimed emphasis on LGBT+

inclusivity and awareness in universities through explicit anti-discrimination policies, practical

implementation remains limited, leading to persistent prejudice and violence against LGBT+

students, as observed in The Open University (2021) and University of Oxford (2022).

The literature collectively reinforces the pervasive influence of stereotypes, the struggles

in educational settings, and the imperative of fostering inclusive environments for LGBTQ

educators. This comprehensive understanding, applied to "Non-Conformist Narratives: Gender

Stereotypes Experiences of LGBTQ Mathematics Teachers in Sorsogon Province," reveals

intertwined experiences, societal expectations, and institutional roles, emphasizing the relevance

of exploring non-conformist narratives.

Gap Bridged by the Study

 The amalgamation of findings from the diverse studies underscores a critical gap in the

existing literature, which the present dissertation aims to bridge within the specific context of

LGBTQ mathematics teachers in Sorsogon Province. Firstly, the studies spotlight the nuanced

challenges faced by LGBTQ educators, ranging from identity disclosure to navigating

heteronormative expectations, shedding light on potential parallels that may exist among

mathematics teachers in Sorsogon. The identification of discrimination perpetuated by educators,

as noted in the studies, prompts an exploration into the personal qualities and classroom

management styles of LGBTQ mathematics teachers, addressing the first set of questions in the

dissertation. The studies also emphasize the need for structured analytical frameworks, aligning

with the proposed inquiry into stereotypical challenges and coping strategies employed by

LGBTQ mathematics teachers, forming the basis for the second dissertation question.

Moreover, the recognition of gaps in rights-protection policies and the advocacy

strategies proposed in the studies align with the dissertation's aim to explore the implications of

stereotypical challenges on the teaching profession and to propose policy briefs fostering gender

inclusivity among mathematics teachers. In essence, this gap bridge by the study seeks to

contextualize and extend the existing knowledge to provide insights into the unique experiences

and characteristics of LGBTQ mathematics teachers in Sorsogon Province, contributing to a

more comprehensive understanding of gender inclusivity within the teaching profession. Aside

from this, the time frame, population, methodology, and the problem of the study were different

from other studies. Thus, these were the gaps bridged by the study.

Theoretical Framework

The theoretical framework for this dissertation is mainly anchored in the Social Role

Theory proposed by Eagly and Wood (1998). This theory posits that societal expectations and
stereotypes associated with gender roles influence individuals' behaviors, shaping their

experiences within different social contexts. In the context of LGBTQ mathematics teachers in

Sorsogon Province, the Social Role Theory provides a lens through which to explore how

societal expectations regarding gender roles intersect with sexual identity, impacting the personal

and professional narratives of these educators.

In addition, the Social Role Theory contends that individuals tend to adopt behaviors

congruent with societal expectations for their gender. Applying this to LGBTQ mathematics

teachers, the theory can illuminate how gendered expectations may influence classroom

management styles, affecting teaching approaches and interactions with students. Also, it suggests

that individuals may face stereotypical expectations aligned with their gender role. In the case of LGBTQ

mathematics teachers, these stereotypes could manifest as challenges related to identity disclosure,

professional advancement, and acceptance within the educational environment. Coping strategies may be

influenced by the societal norms surrounding gender roles.

Moreover, this theory predicts that adherence or non-conformity to gender roles influences

individuals' experiences and opportunities in the workplace. For LGBTQ mathematics teachers,

this could translate into implications for job satisfaction, career advancement, and overall

professional fulfillment.

Significantly, the Social Role Theory informs the understanding of societal expectations

and norms that shape policy formation. Applying this lens, the proposed policy brief for fostering

gender inclusivity among mathematics teachers in Sorsogon Province aims to challenge and

reshape traditional gender roles, creating a more inclusive educational environment.

By grounding the dissertation in the Social Role Theory, this theoretical framework

provides a comprehensive perspective to unravel the non-conformist narratives of LGBTQ

mathematics teachers in Sorsogon Province, offering valuable insights into the intricate interplay

between societal expectations, personal experiences, and professional roles within the

educational context.

Eagly and Wood’s supporting theories are Queer Theory of Teresa de Lauretis (1991) and

Erik Erikson’s Psychosocial Development. Initially, Teresa de Lauretis' Queer Theory challenges

binary notions of gender and sexuality, providing a critical lens for examining non-normative

identities and expressions (De Lauretis, 1991). By incorporating Queer Theory into the research,

the study acknowledges the diversity of gender experiences beyond the traditional male-female

dichotomy. This theoretical perspective allows for an exploration of how individuals who do not

conform to conventional gender norms navigate and construct their identities in the face of

societal expectations. The combination of Social Role Theory, Psychosocial Development

Theory, and Queer Theory enriches the dissertation's theoretical foundation, offering a

comprehensive understanding of the complex interplay between societal roles, individual

development, and non-normative gender identities. On the other hand, Erik Erikson's

Psychosocial Development Theory complements this perspective by providing a developmental

framework that explains how individuals navigate identity formation across the lifespan.

According to Erikson, the fifth stage, Identity vs. Role Confusion, is particularly relevant to

understanding how adolescents explore and establish their gender roles (Erikson, 1968).

Integrating Erikson's theory into the study allows for a nuanced exploration of how individuals

negotiate and internalize societal expectations regarding gender roles at different life stages.
Figure 1

Theoretical Framework

Societal expectations and

stereotypes associated with gender
roles influence individuals'
behaviors, shaping their experiences
within different social contexts.

Challenges binary notions Allows for a nuanced

of gender and sexuality, exploration of how
providing a critical lens individuals negotiate and
for examining non- internalize societal
normative identities and expectations regarding
expressions gender roles at different life
Conceptual Framework

The conceptual framework for this dissertation revolves around comprehending the

multifaceted dimensions of LGBTQ mathematics teachers in Sorsogon Province, with a focus on

their personal qualities, classroom management styles, stereotypical challenges, coping

strategies, implications for the teaching profession, and the formulation of policy briefs to foster

gender inclusivity. The framework draws inspiration from existing studies that have explored the

experiences of LGBTQ educators, highlighting the need for an in-depth analysis within the

specific cultural and educational context of Sorsogon. The framework is anchored in three main

pillars:

Personal and Professional Characteristics. This pillar delves into the personal qualities

and professional characteristics of LGBTQ mathematics teachers, considering factors such as

their identity disclosure, experiences of discrimination, and their unique contributions to the

teaching profession.
 Challenges and Coping Strategies. Examining the stereotypical challenges faced by

LGBTQ mathematics teachers forms a crucial aspect of the framework. It involves an

exploration of potential disparities in treatment, expectations, and the coping mechanisms

employed by these educators to navigate these challenges successfully.

Implications for the Teaching Profession and Gender Inclusivity. This pillar assesses

the broader implications of stereotypical challenges on the teaching profession, considering

factors such as job satisfaction, career advancement, and the overall inclusivity of the

educational environment. It sets the stage for proposing targeted policy briefs aimed at fostering

gender inclusivity among mathematics teachers in Sorsogon Province.

Furthermore, upon assessing these three pillars, the researcher aims to propose a policy

brief to foster gender inclusivity among Mathematic Teachers in Sorsogon Province. This

emphasizes the interplay between personal characteristics, challenges encountered, coping

strategies employed, and the subsequent impact on the teaching profession. It aims to provide a

comprehensive understanding of the unique experiences of LGBTQ mathematics teachers,

offering valuable insights for educational practitioners, policymakers, and researchers seeking to

create an inclusive and supportive environment within the realm of mathematics education in

Sorsogon Province.
Figure 2

Conceptual Framework

Non-Conformist Narratives: Gender Stereotypes Experiences of LGBTQ

Mathematics Teachers in Sorsogon Province

Personal and
Professional Challenges and
Characteristics Coping Strategies
 Implications for the Teaching Profession and Gender
Inclusivity

Proposition of Policy Brief to Foster Gender Inclusivity

among Mathematics Teachers

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