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Middle School Administrators' Perceptions of the Experiences and Treatment of LGBTQ+ Students
Abstract
Though bullying is a near universal experience for middle school students at some point, LGBTQ+ students experience additional stress and poorer academic outcomes than their peers. As school leaders are critical in creating safer school environments for all young people, the present study explores Texas middle school administrators’ perceptions of the experiences and treatment of LGBTQ+ students at their schools.
The data for the present study were collected from six Texas middle school principals, utilizing semi-structured interviews and thorough contact summary notes. Interview transcripts were analyzed utilizing the constant comparative method. The data were coded using a prior-research driven approach relying on the minority stress theoretical framework and resilience developed by Ilan Meyer.
Based on the findings, the interviewees understood their perceptions of the minority stress themes through several consistent filters. First, the data revealed that the principals’ perceptions of the primary themes of prejudice and stigma were filtered by (a) interactions and observations of visible LGBTQ+ students, (b) gender, (c) interpretations of what is considered normal, and (d) their own prior experiences. Second, the interviewees believed the primary themes of identity concealment and internalized phobias were most influenced by (a) location and culture, (b) parents, and (c) religion. Finally, though the principals agreed the LGBTQ+ experience may be one of the most challenging for middle school students, they also believed that resilience is best fostered by building a community of support.
By gaining insight into the perceptions of these Texas middle school principals, the researcher was able to uncover consistent filters and develop recommendations for practice and further research.
Citation
Rauch, Christian (2023). Middle School Administrators' Perceptions of the Experiences and Treatment of LGBTQ+ Students. Doctoral dissertation, Texas A&M University. Available electronically from https : / /hdl .handle .net /1969 .1 /198870.