About the Author:

Hello, my name is Franny Perez-Ramirez, and I am a PhD student at the Educational Theory and Practice Program at West Virginia University. I have 11 years of experience in the education field, teaching English and Spanish as a second language. I have had the opportunity to work with different populations, back in my country, Costa Rica, such as Afrocaribbean and Indigenous groups, and in the USA, such as undergraduate and international students. At the core of my teaching philosophy is social justice. Students are first and foremost human beings before entering the classrooms. Their identities, lived experiences, and backgrounds shape their learning experiences. At the same time, educators also bring their identities into the classroom. How we teach, the learning activities we choose, and how we address the content are all influenced by our intersecting identities (e.g., gender, race, ethnicity, first language) and experiences in the world.

There is extensive research on intersectionality and students' identities; however, there is a small amount of research that focuses on teachers. Understanding teacher identities and how these intersect with each other can help us see how classroom practices are shaped. As a result, I decided to conduct a research study on this issue.

Find me on:

LinkedIn: www.linkedin.com/in/franny-perez-ramirez-a06172324