Using Education Law as a Tool to Empower Social Justice Leaders to Promote LGBTQ Inclusion

Lewis, Maria M.; Kern, Sarah

doi:10.1177/0013161x18769045

Cited by 14 publications

(16 citation statements)

References 32 publications

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“…Or may we provide accommodations to transgender students without violating the privacy rights of cisgender students? Within the bounds of this discretion and in the absence of legal clarity, as is the case for transgender student inclusion, school districts must answer “Should We?” (Lewis & Kern, 2018; Mead, 2009; Mead & Lewis, 2016), specifically, should we promote trans-inclusive policies and practices in schools? This study explores the “Should We?” question through a review of legal documents submitted to the Supreme Court by third parties.…”

Section: Introductionmentioning

confidence: 99%

Storytelling, Leadership, and the Law: Using Amicus Briefs to Understand the Impact of School District Policies and Practices Related to Transgender Student Inclusion

Lewis

Eckes

2019

Educational Administration Quarterly

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Purpose: In 2017, the U.S. Supreme Court agreed to hear a highly publicized case brought by a transgender student, G.G., who was denied access to the bathroom that corresponds with his gender identity. Ultimately, the Court never heard this case, but the documents submitted to the Court remain a part of the historical record, worthy of examination beyond their legal value. In this study, we analyze the first person accounts presented in the “friend of the court” (amicus) briefs to better understand the human impact of policies and practices related to transgender student inclusion. Method: This research utilizes legal research methods to bound the study design. We draw from legal storytelling, which originates in law, and narrative inquiry, which can be found in educational research. In doing so, we provide a synthesis of all amicus briefs submitted in the G.G. case that include personal, firsthand accounts, stories, and experiences. Findings: Overall, the personal stories highlight the implications of inclusive and noninclusive policies and practices. Where noninclusive policies were in place, individuals shared experiences of bullying, academic harm, medical concerns, and inconsistencies in implementation. On the other hand, inclusive policies were associated with confidence building and academic engagement, and a benefit to all students. Stories also reveal that common fears such as safety or privacy did not materialize in the experiences of individuals represented in the briefs. Implications: Informed by these stories, we present implications for research, policy, and practice. Stories reveal the importance of leadership, communication, and professional development.

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Section: Introductionmentioning

confidence: 99%

Storytelling, Leadership, and the Law: Using Amicus Briefs to Understand the Impact of School District Policies and Practices Related to Transgender Student Inclusion

Lewis

Eckes

2019

Educational Administration Quarterly

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“…LGBTQ nondiscrimination laws are not only a tool to advocate for LGBTQ people's rights but also serve to promote social justice and reduce structural stigma. 48 Same-sex marriage has been permitted in about 30 countries or regions, 49 mostly in the Western world. However, the government in China maintains an approach of "no approval, no disapproval, no promotion" to same-sex marriage.…”

Section: Discussionmentioning

confidence: 99%

LGBTQ Health and Wellbeing in China: A Trend Analysis of English- and Chinese-Language Research, 2011–2018

et al. 2022

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Research on LGBTQ populations has dramatically increased in both Western and non-Western countries over the past several decades. Attempts to synthesize this research have largely focused on studies conducted in the West. We conducted a review of LGBTQ research in China to elucidate trends and gaps in the literature and to provide a foundation for future research. We searched the literature to identify studies that focused on LGBTQ people in China using PsycINFO and reviews of article titles and abstracts in 15 English-language LGBTQ-specific journals published between 2011 and 2018. We used theWanfangdatabase to identify Chinese-language LGBTQ research articles published in any journal between 2011 and 2018. Each article was coded by topic, study type, province, and sample. These searches yielded 798 LGBTQ research studies conducted in China between 2011 and 2018. HIV/AIDS, sexuality, and LGBTQ-specific issues (e.g., coming out) have been most frequently studied. Most of the articles focused on sexual minority men (69.5%), with smaller proportions focused on sexual minority women (15.5%) or transgender individuals (2.6%). The disparity was reduced after excluding studies on HIV or other sexually transmitted infections. The geographic distribution of studies was uneven; most were conducted in economically developed areas. This study identified gaps and trends in LGBTQ research in China and highlighted priority and under-researched topics to guide future LGBTQ research. More research on these understudied populations and topics will contribute to understanding of LGBTQ populations.

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“…Educational researchers have also looked past individual leader behaviors and characteristics to illuminate the ways in which district-level leadership intersects and interacts with policy that aims to address issues of equity and social justice in schools (Turner & Spain, 2020). School districts can implement state and local-level policies that address a variety of equity-centered issues, such as student discipline (Green et al, 2015), school desegregation/integration (Diem, 2012; Mattheis, 2017), tracking (Turner & Spain, 2020), and inclusion (Lewis & Kern, 2018). Yet these policies are not implemented or enforced successfully without the direct interaction of those working in district-level leadership positions.…”

Section: Literature Reviewmentioning

confidence: 99%

Promoting District-Level Culturally Responsive Practices

Aguayo

Good

Diem

et al. 2023

Educational Administration Quarterly

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Purpose: For culturally responsive practices (CRPs) in schools to be successful, educational leaders must look outside of the school and consider school, district, and system-level policies and practices that influence the sustainability of culturally responsive classrooms. The purpose of our study was to conduct a comparative case study and explore how four district leaders promoted CRPs throughout each of their districts. Research Design: Situated in the Midwest, we used a comparative case study to explore the approaches of four Black women school district leaders. Data included a focus group interview with the leaders; four individual, follow-up interviews; and artifacts or documents provided by the leaders. The data collected was analyzed using the Culturally Responsive School Leadership analytical framework. Results and Discussion: Findings discuss school district leadership's responsibility to promote CRPs; district leaders’ ability to foster trusting relationships with educators; and district-wide efforts to engage in purposeful teacher retention practices. A discussion and conclusion include implications considering how district leadership can influence the implementation of CRPs in schools and classrooms.

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Using Education Law as a Tool to Empower Social Justice Leaders to Promote LGBTQ Inclusion

Cited by 14 publications

References 32 publications

Storytelling, Leadership, and the Law: Using Amicus Briefs to Understand the Impact of School District Policies and Practices Related to Transgender Student Inclusion

Storytelling, Leadership, and the Law: Using Amicus Briefs to Understand the Impact of School District Policies and Practices Related to Transgender Student Inclusion

LGBTQ Health and Wellbeing in China: A Trend Analysis of English- and Chinese-Language Research, 2011–2018

Promoting District-Level Culturally Responsive Practices

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