ERIC Number: EJ1424025
Record Type: Journal
Publication Date: 2024-May
Pages: 58
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0895-9048
EISSN: EISSN-1552-3896
The Disruptive Power of Policy Erasure: How State Legislators and School Boards Fail to Take up Trans-Affirming Policies While Leaning into Anti-LGBTQ+ Policies
Mollie T. McQuillan; Benjamin A. Lebovitz; LaShanda Harbin
Educational Policy, v38 n3 p642-699 2024
Since 2017, hostile anti-LGBTQ+ educational bills rapidly expanded. Using traditional and critical policy analysis across three Midwestern states, we examine (1) whether state and local policymakers (n = 60) adopted trans-inclusive protections aligned with the 2017 federal "Whitaker" ruling, (2) the spread and scope of state and local educational policies concerning LGBTQ+ people, and (3) relationships between LGBTQ and critical race theory (CRT) curricular bills. We find policy erasure in states without pre-"Whitaker" gender-inclusive nondiscrimination laws and expanded efforts to ban LGBTQ+ students from educational opportunities, spaces, and curriculum. LGBTQ+ and CRT curricular bans overlapped. We discuss the implications of policymakers leaning into exclusion over gender reforms.
Descriptors: Educational Policy, LGBTQ People, Social Bias, State Government, Local Government, Inclusion, Equal Education, Critical Race Theory, State Policy, Educational Legislation, Federal Government, Court Litigation, Educational Discrimination, Board of Education Policy, Public Policy, Compliance (Legal), Public Schools
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Illinois; Wisconsin; Indiana
IES Funded: Yes
Grant or Contract Numbers: R305B200026