Secondary school leader perceptions about the inclusion of queer materials in the school course curricula

ABSTRACT

The US school system is dominated by heteronormativity in the formal curriculum that gives preference to binary conceptions of sexuality. School leaders play a role in supporting or disrupting school policies facilitating or inhibiting curricular inclusion of queer content in course materials and an instructional pedagogy that promotes an equitable and inclusive educational process. Using a qualitative design and phenomenographic data analysis method, the purpose of the study was to use a queer/curriculum theory lens to explore secondary level school leaders’ perceptions about their experiences with the inclusion of queer related content in the course curricula in their schools. The sample included seven secondary level educational leaders from schools in a northeastern state in the USA. Using a qualitative design and phenomenographic data analysis methods of in-depth interviews, five categories of description of leader perceptions were identified: (1) lack of inclusion of queer content in formal state curricula, (2) recognized need for inclusion of queer content in the formal curricula, (3) informal inclusion of queer content in the course curriculum, (4) teacher reluctance to include queer content in the curriculum, and (5) providing teachers with resources and professional development opportunities related to integrating queer content into their course curriculum.

KEYWORDS:

• Queer-inclusive curricula
• secondary school leaders
• queer theory
• curriculum theory
• phenomenography

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Andy Steck

Andy Steck has been an elementary classroom teacher, an elementary school principal and now is Associate Professor in Educational Studies. Dr. Steck currently teaches children's literature, social studies, math and introductory courses to the teaching profession. His research includes advocating for LGBT youth, technology in the classroom, math anxiety and efficacy, online teaching, literacy at home, social and emotional learning.

David Perry

David Perry has been involved in education for over 20 years. He holds a Ph.D. in the areas of Educational Technology and Educational Leadership. He is presently an Assistant Professor in the department of Teacher Education at the University of La Verne. Dr. Perry has taught in courses in mathematics, math methods, instructional strategies, educational technology, computer science and engineering technology. His interests and research are in the areas of online education, technology planning and organizational growth, math anxiety and culturally responsive teaching and learning.