Research examining emotional labor (EL) as it is experienced by English language teachers has not been sufficiently inclusive of Black English language teachers (BELTs). In this presentation, I discuss my experiences with EL as I struggled to manage feelings stemming from race-related stress to present feelings that are aligned with the emotional rules of an intensive English program. Additionally, I highlight some of the unique challenges experienced by BELTs. Finally, I argue that endured triggering of race-related stress in response to workplace microaggressions sends implicit oppressive messages for BELTs to either detach from their racial identity or leave TESOL.
