Say Gay! Educator (In)action and LGBTQ+ Inclusive State Policy

• In Event: Navigating State-Level Anti-Equity Policies

Abstract

This research explores relationships between education policy and educator support for historically maginalized students in a state where legislation requires school support for LGBTQ+ students. Participants in this study are a statewide sample of Dignity Act Coordinators (DACs)--educators tasked with implementation of the New York’s Dignity for All Students Act (DASA). Over a period of 10 years, we conducted interviews to learn how schools are meeting legislative requirements regarding proactive efforts to build inclusive school culture and address discrimination against LGBTQ+ students. Findings indicate that DACs are resistant to addressing LGBTQ+ identities in their implementation strategies, despite legal permission, and in fact requirement, to “say gay.” This sharply contrasts rhetoric in states that have introduced “Don’t Say Gay” bills.

Authors

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

• Melissa J. Smith, Fairleigh Dickinson University