Dismantling Homophobia: Leaders’ Perceptions About LGBTQ+ Students

• In Event: Toward Increased Cultural Connectedness, Race-Consciousness, and Critical Care: School Administrator and Student Perspectives

Abstract

Enduring verbal and physical harm from peers is a regular occurrence for many middle school students. This is particularly true for students who identify as lesbian, gay, bisexual, transgender, or queer/questioning (LGBTQ+) (Bishop & Mcclellan, 2016; Hicks et al., 2018). LGBTQ+ students are continually dealing with the dilemma of having to discern what others are thinking about them and how to interpret daily interactions with their non-LGBTQ+ peers (Alessi, 2014). Minority Stress theory was used because it describes how middle school principals perceived how LGBTQ+ students were treated at their schools. This research also provided insights on how school leaders often misperceived LGBTQ+ students’ behavior leading to some students concealing their sexuality.

Authors

• Christian Rauch, Texas A&M University

• Jean Madsen, Texas A&M University