A Visual Narrative Investigation of the Embodied Identities of Ethnic Minority Female PE Teachers Who Work in Predominantly White Contexts2018

Ethnic minority female physical education (PE) teachers who work in predominantly white schools may face multiple forms of marginalization and oppression due to the embodiment of a racialized and gendered identity which is positioned as “other” within PE contexts. A significant gap exists between diversifying teacher and student populations, thus warranting an examination of how sociocultural factors impact a teacher’s identity. Purpose: To explore how race and gender intersect in the embodied identities of ethnic minority female PE teachers in predominantly white schools in the United States. Methods: This study used narrative and visual research methods from a constructivist paradigmatic lens and followed guidelines for narrative-based, semi-structured, and conversational interviews...