This study examined what elementary schools in New York State are doing to recognize lesbian gay, bisexual, and transgender (LGBT) families in terms of curriculum, policies, and practices. One hundred and sixteen participants were recruited through the New York Association of School Psychologists email listserve and completed a brief online survey. Results indicate that schools that had a higher per pupil expenditure had more inclusive curriculum, policies, and practices regarding LGBT-headed families. The type of community in which a school district was located did not relate to the level of recognition LGBT-headed families receive. There was a mild correlation between the curriculum and practices, as well as the policy and practices, indexes. The findings demonstrate that even though LGBT families live in school districts, few schools have comprehensive curricula, practices, and polices that create a welcoming environment for them. An interesting finding of this study was that even though most of the respondents indicated that LGBT families were visible and included within their district, they did not perceive the school environment to be very open and welcoming for LGBT-headed families. Although findings suggest some awareness of these families and their needs within the school system, schools still have a long way to go before the needs of all families are met.
|Commitee:||Lauback, Cris, Porter, Karen|
|Department:||Division of Counseling and School Psychology|
|School Location:||United States -- New York|
|Source:||DAI-B 72/02, Dissertation Abstracts International|
|Subjects:||Social psychology, GLBT Studies, Elementary education, Educational psychology|
|Keywords:||Bisexual, Families, Gay, LGBT, Lesbian, School psychologists, Schools, Transgender|
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