Say Gay! Educator (In)Action Under State Policy Requiring LGBTQ+ Student Support

• In Event: Differences Between Developing and Enacting Equitable Policy: Understanding the Role of Positionality

Abstract

This research explores relationships between education policy and educator support for historically maginalized students in a state context where legislation requires school support for LGBTQ+ students. Participants in this study are a statewide sample of Dignity Act Coordinators--educators tasked with implementation of the New York’s Dignity for All Students Act. Over a period of 10 years, we conducted interviews to learn how schools are interpreting and executing the work of meeting Dignity Act expectations regarding proactive efforts to build inclusive school culture and address discrimination against LGBTQ+ students. Findings indicate that Dignity Act Coordinators are resistant to explicitly including LGBTQ+ identities in their strategies for creating safe and inclusive culture, despite legal permission to “say gay.”

Authors

• Elizabethe C. Payne, Queering Education Research Institute (QuERI)
  Presenting Author

• Melissa J. Smith, University of Central Arkansas
  Presenting Author