Exploring Principals’ Response Rationale to Real-Life LGBTQ+ Scenarios Using Reflective Scenario Methodology

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 1
  In Roundtable Session: Navigating the Political Landscape: LGBTQIA+ Youth and Educators' Experiences and Perceptions Amidst Anti-LGBTQIA+ Policies (Table 4)

Abstract

All students deserve to attend a school where they feel welcome and safe. Unfortunately, many students, especially those from historically marginalized populations, do not experience safe and welcoming schools. As an example, students who identify as LGBTQ+ have increased levels of victimization which decreases their perceptions of safety and belonging. School administrators have the responsibility of fostering school climates of safety and belonging for all students. This includes paying particular attention to marginalized populations. Implementing LGBTQ+ affirming practices can improve those perceptions of safety and belonging. This study aimed to understand how principals responded to real-life scenarios of LGBTQ+ situations and the rationale behind their response by using a reflective scenario methodology.

Author

• Torilyn Gillett, Murray High School