Chilling classrooms: How “Don’t Say Gay” laws influence teacher retention and professional identity

• In Event: AERA Roundtable Session Thursday 4:15 pm - Gold 1
  In Roundtable Session: Policy Analysis Across Contexts

Abstract

This quantitative study explores the relationship between K–12 educators’ awareness of “Don’t Say Gay” (DSG) laws and their intent to leave the profession. Drawing on a national sample of 707 educators across all 50 U.S. states, the study assesses whether participants can correctly identify their state’s DSG policy status and how this awareness relates to self-reported or observed attrition. Fewer than half of respondents correctly identified their state’s status, revealing gaps in legal literacy. Surprisingly, those who correctly identified DSG laws were less likely to express a desire to leave the profession. These findings complicate assumptions about educator attrition and suggest that policy awareness may play a protective or resistance-based role in shaping educators’ professional decisions.

Authors

• Kathryn Watson, Appalachian State University

• Chris Patterson, University of Iowa