Actions and Attitudes Regarding Middle-Grade LGBTQ Students: Principals’ Perspectives

Abstract

This study examined Indiana public middle school principals’ perceptions of school conditions and stakeholders’ attitudes regarding middle-grade lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students. Principals’ responses revealed that inclusive school environments and caring faculty members were prominent factors in successfully providing support to middle-grade LGBTQ students, while the negative attitudes of some parents, community members, and school staff members were barriers to supporting LGBTQ youth. Principals’ self-reported attitudes toward LGBTQ students were favorable and were found to be statistically significant in predicting their reports of school stakeholders’ attitudes, especially teachers. Implications for principal preparation programs and recommendations for school leadership practice are discussed.

Theorizing a Culturally and Linguistically Sustaining School Leadership: Exploring the Intersections of Cultural Sustenance and Care

“…The racialization of students in schools informs the purpose of our work. However, we acknowledge that schooling often relegates students at the margins of education based on multiple minoritized identities (Boyland et al, 2019;Eckes & Gibbs, 2012). 3.…”

Middle School Principals Perceptions About LGBTQ+ Students in Their Schools

“…The implication from these principals was that a person could be friends with heterosexual people without concern, but homosexual individuals should be feared, because they might "cross that line" (Lugg & Tooms, 2010). Again, there exists strong correlation between inward beliefs and perceptions and outward behavior toward marginalized groups (Boyland et al, 2020;McConnell & Leibold, 2001). School leaders who find LGBTQ+ students to be abnormal and potentially dangerous will perpetuate prejudice and promote stigma, even if unknowingly (McConnell & Leibold, 2001).…”

“…Many adults do not know what is helpful or harmful to say and do to create a culture inclusive of LGBTQ+ students. Principals often feel uncomfortable interacting with students that are out and visible (Boyland et al, 2020;Fredman et al, 2015). Learning more about queer students, leaders often stress their inexperience and struggle with how best to support them in all aspects of school life (Theoharis & Scanlan, 2020).…”

“…School administrators exert tremendous influence over the ability of a school to feel safe, supportive, and inclusive for all students (Boyland et al, 2020). They are the gatekeepers for social justice, and their perceptions and actions toward marginalized students set the example for other staff members and stakeholders (Boyland et al, 2016(Boyland et al, , 2020Payne & Smith, 2018). Building social justice for queer students involves potential risks and backlash from colleagues and the community (Fredman et al, 2015;Karpinski & Lugg, 2006;Payne & Smith, 2018).…”

“…A school's leadership is the most important variable in an effort to create a safer school environment for all students (Astor et al, 2009; Bishop & Mcclellan, 2016). Administrators’ perceptions and actions toward marginalized students set an example of how LGBTQ+ students will be treated and perceived (Boyland et al, 2020). This present study explored administrators’ perceptions about LGBTQ+ students’ experiences and how other school participants treated these students.…”