Leadership's Role in Inclusive LGBTQ-Supportive Schools

Abstract

The field of school-leadership preparation has recently been making a concerted effort to embed social justice issues into the curriculum experiences of aspiring principals. Although much of this effort has focused on the academic achievement among students who are poor, nonnative speakers of English, or non-White, very little attention has been paid to students who identify or are perceived as lesbian, gay, bisexual, transgender, or questioning (LGBTQ). Informed by both their personal and professional perspectives, we expand the discussion on what it means to lead for social justice by focusing specifically on both changes that need to occur in the training (both preservice and in-service) of aspiring principals and specific strategies underlying the implementation of these changes, all of which are necessary if school leaders are to meet the needs of LGBTQ students.