Heteronormativity, gender bias, and whitewashed notions of education threaten queer identities in K–12 educational spaces, specifically queer women educators of color seeking leadership roles within the public school system. The understanding of race, gender, and sexuality in K–12 education spaces are each worthwhile as focal points of educational research. However, the intersection between race, gender, and sexuality requires consideration. Prior scholarly research focuses on educators of color, female educators, and LGBTQ+ educators, not on the intersection of these identities. The lived experiences of educators who identify as queer women of color lack attention. Hence, this autoethnography focuses on the maze of challenges and opportunities I experienced while navigating elementary educational spaces in a US Texas/Mexico borderland city as a queer Latinx woman of color. I accomplish this by reflecting upon, and analyzing, my (re)memberings and previous experiences in my journey from K–8 teacher to K–8 administrator. Finally, I provide recommendations to inform both scholars and practitioners.
