Policies and Practices Supporting LGBTQ Students in Indiana’s Middle Schools

Boyland, Lori G.; Kirkeby, Kimberley M.; Boyland, Margaret I.

doi:10.1177/0192636518782427

Cited by 10 publications

(7 citation statements)

References 45 publications

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“…The significance of this research is the implication that using gender pronouns during written communication can foster a better culture of DEI principles, and help organizations redesign the way they develop websites, emails, questionnaires, employee applications, and public relations with personnel and clients. Organizational practices should signal identity-safety cues and values supporting LGBTQIA+ individuals with the explicit acknowledgement and inclusion of one’s gender pronouns in organizational materials ( Boyland et al, 2018 ; Gay, Lesbian and Straight Education Network [GLSEN], 2020 ; Johnson et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Effects of Including Gender Pronoun Questions in Surveys

Palanica

Lopez

Gómez³

et al. 2022

Front. Psychol.

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This research examines whether the mere presence of asking about gender pronouns (e.g., she/her, he/him, they/them, and ze/zir) in a survey enhances participants’ attitudes and satisfaction of answering the questions. A large sample (N = 1,511) of heterosexual, cisgender, and LGBTQIA+ participants across the United States (US) were surveyed an online “personality test” (as a deception), with the real purpose of examining whether asking a pronoun question enhanced their perceptions of the survey. Three demographic groups were included: (i) heterosexual–cisgender (n = 503), (ii) gay–cisgender (n = 509), and (iii) genderqueer (trans, non-conforming, other, n = 499). Half of each group were randomly given either a survey that included a gender pronoun question (test) or not (control), and then all rated their perceptions of the survey questions. For participants who identified as heterosexual or gay, no major differences were found between survey conditions. However, participants who identified as genderqueer experienced significant increases of satisfaction, comfort level, and perceived relevance of the questions when given a survey that asked their gender pronouns versus the survey that did not. These findings have implications for any surveys that ask about personal demographics, and suggest that any form of written communication should include clarity about gender pronouns.

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Section: Discussionmentioning

confidence: 99%

Effects of Including Gender Pronoun Questions in Surveys

Palanica

Lopez

Gómez³

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Schools with higher reported implementation of inclusive and anti-discriminatory policies had lower levels of discrimination against LGBTQ youth [12], fostering a safer school space. Effective bills such as Bill 13 (i.e., Accepting Schools Act, Ontario, Canada) allowed LGBTQ youth to create a space to transform their lives and offer opportunities of activism [52].…”

Section: The Implementation Of Inclusive and Anti-discriminatory Poli...mentioning

confidence: 99%

“…The identification of an adult ally predicted a decrease in fear-based truancy [72,99,100]. Principals agreed that there is a need to increase efforts to reduce discrimination towards LGBTQ youth by setting a safe and positive climate in schools [12]. An avenue that was effective in creating an inclusive and affirmative environment and reduce health risks among LGBTQ youth are school-based health centers [125].…”

Section: High Level Of Within-school Adult Support Reduces Negative O...mentioning

confidence: 99%

Social support in schools and related outcomes for LGBTQ youth: a scoping review

et al. 2022

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Recent research has increasingly focused on positive factors and supports for LGBTQ youth. This scoping review explores existing social support for LGBTQ youth in schools through the Ecological Systems Theory to respond to the following four objectives: (1) define social support systems in schools, (2) identify current research on outcomes for LGBTQ youth, (3) identify barriers to support LGBTQ youth in schools, and (4) identify areas for future research for LGBTQ youth and social support in schools. A systematic search (Arksey and O’Malley in Int J Soc Res Methodol 8(1):19–32, 2005) between 2007 through 2021 resulted in 94 articles. This review gave rise to an organizational framework to consolidate various systems of social support for LGBTQ youth in schools. Social support consisted of seven social support systems (family, curriculum, family, peers, school policies, GSAs and programs, and school climate) that are positively associated with the promotion of positive socioemotional, behavioural, and educational outcomes for LGBTQ youth. Though the literature has been clear surrounding the risks associated with LGBTQ youth, this scoping review provides a positive outlook on LGBTQ youth’s school experiences and how these systems of social support allow for LGBTQ youth to act as active participants to foster a positive school climate and sense of safety.

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“…Russell, Kosciw, Horn, and Saewyc (2010) found LGBTQ students' feelings of safety and well-being increased when faculty members were trained on intervention techniques for bullying or harassment. These and other research-based practices for supporting LGBTQ students have been identified and compiled (Boyland, Kirkeby, & Boyland, 2018); thus, principal candidates need to learn these best practices during their preparation programs.…”

Section: Implications For Higher Education Principal Preparation Progmentioning

confidence: 99%

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

Boyland

Kirkeby

Boyland

2019

Journal of School Leadership

Self Cite

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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.

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Policies and Practices Supporting LGBTQ Students in Indiana’s Middle Schools

Cited by 10 publications

References 45 publications

Effects of Including Gender Pronoun Questions in Surveys

Effects of Including Gender Pronoun Questions in Surveys

Social support in schools and related outcomes for LGBTQ youth: a scoping review

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

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