Principals Can and Should Make a Positive Difference for LGBTQ Students

Autor/inn/en	Boyland, Lori G.; Swensson, Jeff; Ellis, John G.; Coleman, Lauren L.; Boyland, Margaret I.
Titel	Principals Can and Should Make a Positive Difference for LGBTQ Students
Quelle	In: Journal of Leadership Education, 15 (2016) 4, S.117-131 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1552-9045
Schlagwörter	Principals; Leadership Training; Homosexuality; Disadvantaged Youth; Curriculum Development; Minority Group Students; Empowerment; Training Objectives; Program Development; Program Implementation; Outcomes of Education; Administrator Education; Ethics; Legal Responsibility; Civil Rights; Civil Rights Legislation; Student Experience; School Policy + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Führungslehre; Homosexualität; Benachteiligter Jugendlicher; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Training objectiv; Ausbildungsziel; Trainingsziel; Programmplanung; Lernleistung; Schulerfolg; Ethik; Strafmündigkeit; Bürgerrechte; Grundrechte; Zivilrecht; Private law; Bürgerliches Recht; Studienerfahrung; Schulpolitik
Abstract	School principals should lead for social change, particularly in support of vulnerable or marginalized students. An important social justice issue in which principals must provide strong leadership, but may not be adequately prepared in university training, is creating positive and inclusive school environments for lesbian, gay, transgender, bisexual, and questioning (LGBTQ) students. Research reveals that LGBTQ students experience high rates of discrimination, bullying, and physical assault due to their sexual orientation or gender expression. This Application Brief describes how faculty members at a Midwest university developed curriculum and pedagogy for their principal preparation program with the goal of promoting the knowledge and skills that future school leaders need to provide effective leadership for protection, acceptance, and affirmation of LGBTQ students. (As Provided).
Anmerkungen	Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/JOLE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01