District and School Leaders’ Efforts Concerning the Public Gender Transition of a High School Teacher

Tiffany E. Wright, Sarah Brooks
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Abstract

This case study examined the efforts of district and school level leaders related to the public gender transition of one high school teacher over a 2-year period. We employed Theoharis’ (2007) conceptualization of social justice education leadership to guide our analysis. This qualitative inquiry drew from in-depth, semi-structured interviews with the superintendent, transgender teacher, high school principal and relevant teacher union leaders. Related documents were also collected to triangulate the data sources. Data analysis involved open coding to identify themes and significant features of participants’ actions and experiences. The findings are presented in the form of a chronological narrative about district and school leaders’ actions as one teacher underwent a public gender transition. Following this narrative, we explore three critical characteristics of the educational leaders’ actions: Collaborative communication, intentionality and anticipation, and framing. This study addresses a significant gap in the literature concerning how educational leaders might work to create safe school environments for LGBTQ educators. While the efforts made by district and school level leaders in this case represent important steps toward creating safe environments for transgender educators, additional professional development and policy making are critical actions that could build on the efforts detailed in this case.
地区和学校领导对高中教师公开性别转换的努力
本案例研究考察了一名高中教师在两年的时间里,学区和学校领导在公共性别转变方面所做的努力。我们采用Theoharis(2007)的社会正义教育领导力概念来指导我们的分析。这一定性调查来自于对校长、跨性别教师、高中校长和相关教师工会领导人的深入、半结构化访谈。还收集了相关文件,对数据源进行三角测量。数据分析涉及开放式编码,以确定参与者的行为和经历的主题和重要特征。调查结果以时间顺序叙述的形式呈现,讲述了学区和学校领导在一名教师公开变性时的行为。根据这一叙述,我们探讨了教育领导者行动的三个关键特征:协作沟通、意向性和预期,以及框架。这项研究解决了文献中关于教育领导者如何为LGBTQ教育者创造安全的学校环境的重大空白。虽然在这个案例中,学区和学校领导所做的努力代表了为跨性别教育者创造安全环境的重要步骤,但在这个案例中详述的努力的基础上,额外的专业发展和政策制定是关键的行动。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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