Scaling Gender and Sexual Diversity Policies in K-12 Schools

Autor/in	McQuillan, Mollie T.
Titel	Scaling Gender and Sexual Diversity Policies in K-12 Schools
Quelle	In: Educational Policy, 37 (2023) 4, S.910-952 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McQuillan, Mollie T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/08959048211058461
Schlagwörter	LGBTQ People; Educational Policy; Board of Education Policy; School District Size; Expenditure per Student; Geographic Location; Social Discrimination; Student Diversity; Educational Legislation; Federal Legislation; Sex Fairness; Gender Discrimination; Civil Rights Legislation; Court Litigation; State Legislation; Illinois; American Community Survey + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; School district; School districts; Size; Schuleinzugsbereich; Soziale Benachteiligung; Soziale Schließung; Bildungsrecht; Schulgesetz; Bundesrecht; Sexualaufklärung; Private law; Bürgerliches Recht; Rechtsstreit; Landesrecht
Abstract	As policy debates concerning LGBTQ+ students and staff continue across the American education system, there is not a clear description of the prevalence of local policy protections, even in states with legislative mandates, nor a strong understanding of how to expand reform initiatives. After conducting a document analysis of policies with a statewide, representative sample of districts, this study uses Illinois as a case study to describe several educational policy levers to scale gender and sexual diversity (GSD) reforms across federal, state, intermediary, and local institutions. The results indicate all districts complied with top-down legislative mandates, but few policies referenced gender or sexual diversity if not state-mandated. A minority of districts enacted policies through administrative guidance (27%), often using language from a state intermediary organization. Results from the regression analysis suggest local factors, such as district size, per pupil spending, and rurality, contribute to adopting guidance, but not policy protections. This study indicates both top-down and bottom-up pathways matter for expanding GSD-related reforms. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01