Queer Identities and Hispanic Culture

I had many feelings while reading Queering Our Schools. Recently, my school hosted an event for prospective parents and families interested in applying. The event included a student panel where families could ask students about their experiences, both the positives and the challenges of attending the school.

However, the conversation quickly shifted in a direction that was uncomfortable and upsetting. Instead of asking about academics, community, or student life, several parents began asking questions about how the school addresses LGBTQ+ topics and whether students are “exposed” to them. Some parents complained about their children’s current schools, saying teachers had LGBTQ+ flags in their classrooms or that students were reading books about families with two moms.

Sitting there and listening to those comments created a heavy, unsettling feeling. It was painful to watch our students be exposed to that kind of hostility and judgment. What should have been a welcoming space for conversation about education and community instead became a place where LGBTQ+ identities were framed as something controversial or inappropriate.

This moment felt especially jarring because my school prides itself on having a diverse staff and building an inclusive environment. Diversity among educators and students is something the school celebrates as a strength. Hearing parents react so negatively to the mere presence of LGBTQ+ representation made me think about how much work still needs to be done to ensure that schools remain spaces where all identities are respected and affirmed.

During undergrad, I researched the connection between homophobia and Hispanic culture. Being Cuban and queer, this was something I felt personally connected to and wanted to explore more deeply. Why do some cultures seem more open to queer people than others? 

One factor that often comes up in discussions of Hispanic culture is the influence of traditional gender roles, particularly the concepts of machismo and marianismo. Machismo emphasizes ideals of masculinity such as strength, dominance, and heterosexual identity, while marianismo encourages women to embody purity, self-sacrifice, and devotion to family. These cultural expectations can create rigid ideas about what it means to be a “proper” man or woman. Because masculinity is often closely tied to heterosexuality, men who do not conform to these expectations may face stigma or pressure to hide their identities. These strict gender norms can make it difficult for LGBTQ+ individuals to feel accepted within their communities.

Religion is another important factor that intersects with these cultural expectations. Many Hispanic communities have strong roots in Catholicism or other Christian traditions, which historically emphasize traditional views of marriage, gender roles, and sexuality. Religious teachings that define marriage as a union between a man and a woman can reinforce the same gender norms seen in machismo and marianismo. Because religion is often deeply connected to family life and cultural identity, these beliefs can shape how families respond to LGBTQ+ identities. In some cases, queer individuals may feel pressure to conform to religious and cultural expectations in order to maintain family harmony.

As a teacher in Rhode Island, where many schools serve large Hispanic communities, it is important to understand these cultural influences and how they shape students’ perspectives. At the same time, we have a responsibility to challenge harmful attitudes without attacking students’ cultural or religious beliefs. One way to do this is by creating classrooms where different identities and experiences are normalized and respected. Students should see queer identities represented as a normal part of society rather than something hidden or taboo, which can help reduce stigma. Schools should also establish clear norms about respect and language. When harmful language or slurs are used, teachers should address them directly and explain why that language is harmful (yay RIDE and public school policies for at least addressing this).

Within Hispanic communities specifically, it can also be powerful to have conversations about gender roles, stereotypes, and identity. These discussions can help students think critically about how ideas like rigid masculinity or traditional expectations can limit people and shape how others are treated. By encouraging empathy and reflection, teachers can help students question these norms while still respecting the importance of culture and family in their lives.

Ultimately, Queering Our Schools highlights the responsibility educators have in shaping school environments where all students feel safe, visible, and valued. As teachers, we cannot control every belief students or families bring with them, but we can control the culture of our classrooms. For many students, school may be the first place where they see their identities affirmed, and that affirmation can make a lasting difference in their sense of belonging and self-worth.

If you want to read more about how machismo and marianismo in Latin youth: How L.A.’s young, queer Latinos are redefining gender roles