ERIC Number: EJ1130151
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Principals Can and Should Make a Positive Difference for LGBTQ Students
Boyland, Lori G.; Swensson, Jeff; Ellis, John G.; Coleman, Lauren L.; Boyland, Margaret I.
Journal of Leadership Education, v15 n4 p117-131 2016
School principals should lead for social change, particularly in support of vulnerable or marginalized students. An important social justice issue in which principals must provide strong leadership, but may not be adequately prepared in university training, is creating positive and inclusive school environments for lesbian, gay, transgender, bisexual, and questioning (LGBTQ) students. Research reveals that LGBTQ students experience high rates of discrimination, bullying, and physical assault due to their sexual orientation or gender expression. This Application Brief describes how faculty members at a Midwest university developed curriculum and pedagogy for their principal preparation program with the goal of promoting the knowledge and skills that future school leaders need to provide effective leadership for protection, acceptance, and affirmation of LGBTQ students.
Descriptors: Principals, Leadership Training, Homosexuality, Disadvantaged Youth, Curriculum Development, Minority Group Students, Empowerment, Training Objectives, Program Development, Program Implementation, Outcomes of Education, Administrator Education, Ethics, Legal Responsibility, Civil Rights, Civil Rights Legislation, Student Experience, School Policy
Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/JOLE
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A