SCHOOL SUPERINTENDENTS’ OPINIONS OF LGBT-INCLUSIVE INSTRUCTION: A POLICY CASE STUDY OF CALIFORNIA’S FAIR EDUCATION ACT IMPLEMENTATION
Date
2017
Authors
Garces-Foley, Anthony Joseph
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Abstract
This study explores the opinions of 42 California superintendents on the LGBT-inclusive instructional provisions and the implementation needs of the FAIR Education Act with school district enrollment size as a considering factor. Few studies have explored the provisions of the FAIR Education Act inclusive of the instructional approaches to integrating LGBT content in K-12 curricula. None have explored superintendents' opinions on the matter. Results indicated that superintendents of small school district enrollments (less than 1000) were more likely to have the opinion that LGBT-inclusive instruction and the implementation of the FAIR Education Act are unnecessary. The findings also reveal that superintendents of small school districts are more likely than superintendents from middle to large school districts to hold the opinion that LGBT- bullying does not occur in schools. This study lays beginning groundwork for further research on the implementation of the FAIR Education Act and LGBT-inclusive instruction in small, medium and large school districts in California.
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Keywords
Education policy, Educational administration, Educational evaluation, FAIR Education Act, LGBT, LGBT-bullying, LGBT-inclusive instruction