The Right to Be Out

Biegel, Stuart

doi:10.5749/j.ctv5zftvs

Cited by 10 publications

(1 citation statement)

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“…Intolerance of any marginalized group or lack of effort to promote equity for all students could affect the ability of principals to develop a socially just school climate. Regardless of personal biases or perceptions, principals as state and district employees are required to educate all students in a safe learning environment and treat them all fairly and justly (Biegel, 2010;Coleman, 2011;Henze et al, 2002;Lugg & Tabbaa-Rida, 2006). Scholars are working to develop theories describing how and why principals might advocate for all learners.…”

Section: Role Of the Principalmentioning

confidence: 99%

Resisting Social Justice

Bishop

McClellan²

2016

Journal of School Leadership

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This qualitative study explores how rural high school principals perceive and support LGBTQ students. Through semistructured interviews of these principals, we examine how the context of the schools, specifically rural communities with conservative values, affects principals' perceptions and implementation of a positive climate for all students. The study's findings suggest that these leaders upheld community normative values by exhibiting their own bias against LGBTQ students. Insights drawn here indicate that the school leader's position within and affinity toward rural school communities provide a unique context for examining equity constraints. Theoharis' (2007) framework of resistance for social justice leaders is used as a reference for viewing these rural principals, and the study offers an extension to his three-prong model.

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Section: Role Of the Principalmentioning

confidence: 99%