Navigating Change: Gender-Neutral Language Implementation in Schools and Administrative Responses in Spanish Language Classrooms

• In Event: AERA Graduate Student Research-in-Progress Session 5
  In Roundtable Session: Understanding the Impact of District- and State-Level Education Policies: Gender-Neutral Language Implementation, District Dissolution, Library Closures, and Post-COVID Priorities (Table 12)

Abstract

This thesis examines the integration of gender-neutral language in Minnesota's K-12 Spanish classrooms, exploring stakeholders' responses within educational settings. It aims to decipher the intricate factors shaping inclusive language adoption at the intersection of tradition, culture, and pedagogy. Asserting the pivotal nature of gender-inclusive language for educational equity, this research unveils stakeholders' motivations, challenges, and strategies in navigating linguistic shifts. By providing insights into these dynamics, it informs the development of inclusive language policies in education, fostering a more equitable, nurturing learning environment for all students.

Author

• Fernando Lesniak, University of Minnesota