How UCEA (University Council for Educational Administration) Member Institutions Prepare K-12 Principals for Equitable Leadership for LGBTIQ (Lesbian, Gay, Bisexual, Transgender, Intersex, and Queer ) Youth, Staff, and Families

• In Event: Preparing Principals for Lesbian, Gay, Bisexual, Transgender, Intersex, Queer, and Questioning (LGBTIQ) Equitable Leadership: Town Hall Discussion of the 2010 University Council for Educational Administration (UCEA) Equity Study

Abstract

The purpose of the research study was to investigate how K-12 principal preparation programs at UCEA member institutions prepare future public school principals with the knowledge, skills, and dispositions for equitable leadership for LGBTIQ youth, staff and families. Data collection specifically addressed the UCEA institutions’ effectiveness in preparing principals to create safe school climates for LGBTIQ persons, advocate for LGBTIQ inclusive policies at the campus and district levels, and utilize educational and social science research to identify and respond to equity issues affecting LGBTIQ youth, staff, and families in school contexts. This study is grounded in a conceptual framework of educational leadership for social justice that equates K-12 school leadership with critique and activism for equity, inclusive of distinct gender expressions and sexual identities (Beachum & McCray, 2010). Equitable leadership involves “intentional action to make radical, fundamental changes in societal structures, including schools” (Cambron-McCabe & McCarthy, 2005, 203).
The research question for this descriptive research study (Gall, Borg & Gall, 1996) is “how and to what extent do principal preparation programs in UCEA member institutions develop leadership dispositions, knowledge, and skills related to LGBTIQ persons and issues in the preparation of school principals?” The target population is a one point in time sample of full-time faculty involved in principal preparation programs at UCEA member institutions. Data were collected through an online survey. The final sample includes 320 responses that met criteria for inclusion. Screening questions were used to identify 1) full-time faculty at UCEA institutions and 2) the respondent’s faculty role in a principal preparation program. Data from closed-ended questions were analyzed to yield frequencies and percentages for each response category and further analyzed according to measures of central tendency and variability. Open ended responses were analyzed according to holistic-content and categorical-content coding methods (Lieblich, Tuval-Mashiach, & Zilber, 1998).
While 4/5ths of respondents identify their programs as a whole and their individual faculty colleagues as prioritizing social justice in their preparation of principals, over half indicate that sexual orientation receives minimal attention or less in their program. This is the only characteristic out of seven rated minimal, including race/ethnicity, culture, language, socio-economic status, ability, and gender. Respondents indicate that their programs are successful in preparing principals to mitigate harassment and bullying related to sexual identity and gender expression, but not effective in developing queer inclusive strategies such as welcoming Gay Straight Alliances or initiating LGBTIQ supportive professional development. LGBTIQ topics are reported to constitute minimal aspects of educational leadership courses, with exceptions being social foundations, contemporary issues, and school law courses. Open ended responses illuminate additional though infrequently reported strategies for engaging principal candidates in LGBTIQ equitable leadership as well as institutional impediments. Findings will be presented and analyzed in the full paper in relation to one another in greater specificity than allowed by the proposal word count.

Authors

• Colleen A. Capper, University of Wisconsin - Madison

• Michael Patrick O'Malley, Texas State University