Due to limited data, we know little about the prevalence of lesbian, gay, bisexual, transgender, and queer (LGBTQ+) educators. Using the American Community Survey and Census Pulse, we examine the representation of LGBTQ+ individuals in PK-12 teaching. We find that 3.3-3.5 percent of LGBTQ+ individuals are teachers; in contrast, 4.4-4.9 percent of…

Many scholars have documented the critical importance of youth having access to spaces of joy and homeplaces in which they learn to matter. Research has shown that Black LGBTQ+ youth often struggle to locate homeplaces and spaces of joy in K-12 schooling contexts due to societal beliefs flowing from anti-blackness, (hetero)sexism, homophobia,…

The purpose of this qualitative case study was to explore the relationship between diversity and diverse programming on teacher recruitment and retention within independent schools. This study uses Friday and Friday's (2003) Diversity Continuum Framework as a lens to view the diversity and diversity programming at the selected institutions. Friday…

Two types of critical theories have increasingly been used to understand LGBTQ+ individuals and persons with disabilities: Queer and Crip theories. Queer Crip theory can be used to analyze elements (e.g., traits, behaviors, contexts, and skills) of the lives of gifted and talented LGBTQ+ youth who also have disabilities, as those elements have…

LGBTQ+ teachers have been noted to struggle with conflicting professional and personal subjectivities within schools, which are sites of (re)production of heteronormativity. This clash relies upon positioning LGBTQ+ as an adult activity in opposition to discourses of childhood, which are framed around protection and innocence. This research,…

This instrumental case study explores 31 Iowan educators' and board of education members' perceptions of the ways the state's book ban law, Senate File 496 influenced school information systems. Mathisen's (2015) informational justice conceptual framework guided data analysis. The three key findings of this study were Senate File 496 was…

School leadership programmes reinforce heteronormative expectations, and this rigidity extends into bk12 schools where risk heteronorms around professionalism become tools of oppression against LGBTQIA+ students and teachers. The article uses a queer autoethnographic approach to examine the relationship between one professor and his educational…

The prevalence of hegemonic masculinity praxis and heteropatriarchal normalization in the United States produces a challenging work environment for male K-12 teachers in dance-educational spaces. This interview-based case study investigates five male New York City-based K-12 dance educators' personal, cultural, and professional identities relating…

At the time of this study, very little research existed concerning transgender people and educational leadership. The Synergistic Leadership Theory (SLT) was developed by researchers at Sam Houston State University in 1999. While previous researchers found the SLT to be gender-inclusive, the only studies to date had been conducted with cisgender…

The teaching of science in K-12 schools has long been criticized as a process that propagates oppression for students who do not conform to entrenched norms of gender, sex, and sexuality. Academic standards, curriculum, and textbooks are rife with rhetoric that reinforces any deviation from cisheterosexuality as aberrant, unusual, or abnormal.…

The 2020 Norwegian national curriculum for primary, lower secondary, and upper secondary education includes a "competence aim" after Year 7 that expects pupils to be able to "investigate how gender, gender roles, and sexuality are presented in music and dance in the public sphere and create expressions that challenge…

Recent resistance to teaching students about the history of racial power and privilege dynamics in the United States has been accompanied by a parallel resistance to LGBTQ+ studies and resources in K-12 classrooms, libraries, and extracurricular spaces. There is a very practical benefit to trusting teachers to craft lessons that integrate LGBTQ+…

This instrumental case study contained interviews with 35 school board members and educators in the state of Iowa to gain an understanding of Senate File 496, Iowa's "Don't Say Gay" legislation influenced school climate. Martinsone et al.'s sustainable promoting of positive school climate guided interviews and data analysis. The key…

Trans youth experience discrimination and marginalization in their homes, communities, and schools. Professional school counselors (PSCs) are positioned to support and advocate for trans youth as dictated by professional standards. However, an extensive review of literature revealed a lack of confidence and competence in counselors working with…

Students who identify as LGBTQ continue to report feelings of being unsafe at school because of their sexual orientation, gender identity, and gender expression. Access to a gender and sexual diversity (GSD)-inclusive curriculum and supportive teachers may positively improve the school climate for LGBTQ students, but these supports are often not…