LGBTQ+-Inclusive Professional Development in Elementary Schools: Does It Matter to Schoolwide Discipline?

Author:

McQuillan Mollie T.1ORCID,Gill Erin K.1,Gong Xue1ORCID

Affiliation:

1. Department of Educational Leadership and Policy Analysis, University of Wisconsin - Madison, Madison, WI, USA

Abstract

PK-12 leaders use gender- and sexuality-inclusivity professional development (IPD) as a tool to improve the school climate for LGBTQ+ students, but IPD programs vary widely in their scope, breadth, duration, instructional approach, and content. In this paper, we present the IPD conceptual framework, which proposes a sustained, intensive, and expansive approach to PD can influence student outcomes through changes in educators’ beliefs, attitudes, skills, and knowledge concerning gender and sexuality. Using a large, Midwestern school district as a case study, we examine characteristics of schools participating in an intensive IPD program and whether participation contributed to school disciplinary rates. Using 2018-2019 administrative and program data from the district and state department of instruction, we: 1) describe demographic and program differences between IPD and non-IPD schools, and 2) evaluate the contribution of IPD on disciplinary outcomes using OLS regression analysis controlling for selection characteristics. Our analysis reveals less racial and ethnically-diverse and better financially-resourced schools participate in the IPD program. The regression analysis suggests schools participating in IPD have lower suspension rates, assault rates, and endangering behavior rates compared to non-IPD schools. Several studies indicate supportive leaders and IPD improves school climates for LGBTQ+ students; however, quantitative descriptions of how IPD may influence student behavior remain scarce. Policymakers and educational leaders may be interested in this study’s results suggesting a decrease in disciplinary actions among schools committed to IPD with core components of the IPD framework.

Funder

Wisconsin Center for Education Research

Wisconsin Alumni Research Foundation

Madison Education Partnership

Institute of Education Sciences

Publisher

SAGE Publications

Subject

General Medicine

Cited by 1 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3