Queering Educational Renewal in a K-12 Leadership Program: Will this Program Represent LGBTQIA2S+ Educators of Color?

• In Event: Leadership at the Intersections: Navigating Identity, Representation, and Equity in Educational Leadership

Abstract

Despite extensive research on the pervasiveness of homophobia and transphobia in K-12 schools, the perpetuation of cis-heteronormative teacher education, and the under-preparation of culturally responsive school leaders, educators continue to complete doctoral leadership programs that do not disrupt these interdependent and historically entrenched inequities. As LGBTQIA2S+ and BIPOC lives continue to be threatened by homophobic, transphobic, and racist state and district policies, the authors asked: How did a doctoral program designed to prepare school leaders to advance anti-racist and LGBTQIA2S+ inclusive schools achieve this purpose? The authors explored this question by describing and interpreting their experiences of the program, engaging in storywork as a method in which students completing the program told their own stories as co-researchers and authors.

Authors

• John Pascarella, University of Southern California

• Kris Sanchez, KIPP SoCal Public Schools

• Alexander J. Rectra, University of Southern California