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LGBTQ+ Communities and US K-12 Schools

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The Palgrave Handbook of Educational Leadership and Management Discourse

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Abstract

The purpose of this chapter is to examine the extant literature on lesbian, gay, bisexual, transgender, and queer (LGBTQ+) communities in the United States and the role inclusive laws, policies, and practices play in the lives of K-12 students, educators, social activists, researchers, and sociologists have addressed the diverse needs of LGBTQ+ youth. However, despite nearly three decades of creating safe, welcoming, and inclusive schools across the country, heteronormativity remains the dominant narrative in schools. This chapter begins with a brief overview of contemporary issues facing LGBTQ+ communities, queer theory, and influence of historical events. In conclusion, the author suggests K-12 schools remain part of the solution to creating alliances, culturally responsive language/administrative policies, and historical contexts throughout student learning. The author encourages schools to actively address complicit practices/beliefs/attitudes/policies that often stigmatize LGBTQ+ communities. The author provides a conceptual model to shift from perpetuating anti-LGBTQ+ curricula, policies, and practices to an authentically inclusive LGBTQ+ curriculum in which students learn within a socially just learning community.

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Authors and Affiliations

  1. Educational Leadership (EDLE), Kent State University, Kent, OH, USA

    Christa Boske

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  1. Christa Boske
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Correspondence to Christa Boske .

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Boske, C. (2022). LGBTQ+ Communities and US K-12 Schools. In: The Palgrave Handbook of Educational Leadership and Management Discourse. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-39666-4_71-1

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  • DOI: https://doi.org/10.1007/978-3-030-39666-4_71-1

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  • Print ISBN: 978-3-030-39666-4

  • Online ISBN: 978-3-030-39666-4

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