A Study of Principals' Perceptions on Professional Development Reflecting Culturally Responsive Practices in Support of LGBTQ Youth

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Autor/in	Taub-Chan, Madelene S.
Titel	A Study of Principals' Perceptions on Professional Development Reflecting Culturally Responsive Practices in Support of LGBTQ Youth
Quelle	(2021), (167 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Sage Graduate School
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-8316-6
Schlagwörter	Hochschulschrift; Dissertation; LGBTQ People; Principals; Administrator Role; At Risk Students; Bullying; Educational Environment; School Safety; Suburban Schools; Elementary Schools; Middle Schools; Administrator Attitudes; Professional Development; Culturally Relevant Education; Program Effectiveness; Curriculum; Student Participation; Administrator Qualifications; Community Involvement; Family Involvement; Social Development; Emotional Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Mobbing; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Curricula; Lehrplan; Rahmenplan; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Soziale Entwicklung; Gefühlsbildung
Abstract	Principals are instructional leaders. In order to improve their skill base, they need to receive assistance through frameworks, models, and evidence that depicts best practices aligned to the needs of their school. Lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students are likely to be in every classroom in every school in the United States; yet the needs are often overlooked. Educational research has cited that "LGBTQ students are at risk for developing academic, social, and emotional problems due to harassment and bullying experienced at school" (Fisher et al., 2008, p. 80). Although schools have an ethical and legal duty to provide a safe educational experience for all students, "few schools implement policies and programs to support LGBTQ students" (Fisher, et al., 2008, p.82). Therefore, this study investigated the perceptions of 12 suburban elementary and middle school principals in three distinct districts throughout New York state to determine if culturally responsive professional development can support the needs of LGBTQ students. This research was guided by the following questions: (1) To what extent and how often have principals received professional development aligned to culturally responsive education and social emotional support for LGBTQ students? (2) How are principals implementing professional development aligned to culturally responsive education and social emotional support to benefit LGBTQ students? (3) How has culturally responsive professional development impacted LGBTQ students and provided principals and teachers with supports for this group? This study identified several key findings, including the realization that protocols for professional learning are not a standard practice in schools, and curriculum choice and the needs of LGBTQ students is not factored into instructional leadership when the curriculum is being selected. Furthermore, student voice is an essential component in assuring that LGBTQ students have a place to be seen and heard in their classroom and school. Principals have not been adequately trained to afford LGBTQ students a voice within the school culture or through classroom activities. Lastly, the study found that guardian and community supports are limited regarding LGBTQ students, except in some instances where the students' families are involved in selected school activities. Due to limited or non-existent opportunities for principals, culturally responsive professional development is not available to train leaders to develop collaborative partnerships with families and nourish strong communication ties so that students' social, emotional, and academic fortitude and success is established and sustained. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01