All ETDs from UAB

Advisory Committee Chair

Laura Forbes

Advisory Committee Members

Mary Ann Bodine Al-Sharif

Charkarra Anderson-Lewis

Martez D Files

Tommie L Watkins

Larrell Wilkinson

Document Type


Date of Award


Degree Name by School

Doctor of Philosophy (PhD) School of Education


Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) individuals and topics have been at the precipice of media coverage and policy decisions for decades. With the passage of same sex marriage by the Supreme Court in 2015, this ushered in a new era of unearthing narratives that are unique to LGBTQ+ identities. Although this is a huge advancement for this population here within the United States, scholars have posited how these identities intersecting with other social constructs such as race, gender, socioeconomic status, and social justice have reimaged how LGBTQ+ identities are viewed and treated in the country. Although there is still much work to be done in liberating and protecting this population, there is still a need for narratives that are uniquely intersectional and spills the tea (expounds) upon the day to day lives of these identities and how we may utilize these experiences to circumvent areas of oppression in the future.

The objective of this dissertation is to employ a Scholarly Personal Narrative to expound upon the lived experiences of a Queer, Black, Haitian, man as he navigated the K-12 educational sphere in Alabama. This work uses interdisciplinary qualitative methods and theoretical approaches ranging from introspective analysis, narrative inquires, thematic coding and storytelling. Additionally, a myriad of concepts was iv reviewed in order to speak to the social, political, health, and educational factors associated with navigating, teaching, and mentoring the K-12 experience. Moreover, I conducted a ZOOM interview with a member of my dissertation committee to ascertain rich personal and academic experiences which are expounded through my findings. Nevertheless, this dissertation examines and challenges the status quo of K-12 experiences for a specific Black, Queer, Haitian man in the Deep South in America.

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