This narrative inquiry is an autoethnographical account of one queer-identified middle school teacher's career trajectory in the southern United States, and his struggle to navigate disclosure of his identity to students. Using a qualitative lens, the authors provide reasoning for the importance of middle school educators to have the ability to disclose their identities to students in order to cultivate an environment that is receptive to LGBTQ+ adolescents.
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Coker, J. M., & Cain, L. K. (2018). Southern Disclosure: One Southern-and-Queer Middle School Teacher’s Narrative. Middle Grades Review, 4(3). https://scholarworks.uvm.edu/mgreview/vol4/iss3/4