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The Impact of Culturally Proficient School Leadership on LGBTQI Students and Staff

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Bibliographic Details
Title: The Impact of Culturally Proficient School Leadership on LGBTQI Students and Staff
Language: English
Authors: Marcus D. Mince
Source: ProQuest LLC. 2020Ph.D. Dissertation, University of North Texas.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 171
Publication Date: 2020
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Descriptors: LGBTQ People, Suicide, At Risk Persons, Educational Environment, School Personnel, Students, Leadership Styles, Cultural Relevance, School Safety, Administrator Attitudes, Secondary Schools, Urban Schools, Cultural Awareness, Training, Resources
ISSN: 5169-9222
ISBN: 979-85-16-99222-3
Abstract: Research has shown that LGBTQI youth are four to six times more likely to attempt suicide than their heterosexual peers. Many schools across the nation have focused their efforts on creating safer climates for diverse populations, including LGBTQI youth and staff. The purpose of this study was to determine the extent to which school leaders practice culturally proficient school leadership in order to build and foster positive relationships with students and staff who are members of the LGBTQI community. The overarching research question was: To what extent do school leaders identify and practice culturally proficient leadership in relation to LGBTQI students and staff? A sequential mixed-methods explanatory research design was utilized to examine the perceptions of secondary school leaders and staff in one mid-sized urban school district regarding culturally proficient school leadership. For the quantitative portion of the study, a School Climate Questionnaire and a School-Wide Cultural Competence Observation Checklist was employed. Descriptive statistics were used to analyze quantitative responses. For the qualitative portion of the study, data pertaining to the experiences and perceptions of secondary school leaders, obtained through focus group interviews, were examined. A two-part data analysis process, including both deductive and inductive coding, was used. Evidence from this study found six school leadership behaviors that impacted cultural proficiency. These behaviors emerged into themes including (a) awareness, (b) training, (c) discussion, (d) resources, (e) safety, and (f) proactive solutions. Findings from this study suggest as school leaders' behaviors align more closely with the six themes at their campuses, they will be better able to build and foster relationships with LGBTQI youth and staff. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2025
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28674402
Accession Number: ED668439
Database: ERIC
Description
Abstract:Research has shown that LGBTQI youth are four to six times more likely to attempt suicide than their heterosexual peers. Many schools across the nation have focused their efforts on creating safer climates for diverse populations, including LGBTQI youth and staff. The purpose of this study was to determine the extent to which school leaders practice culturally proficient school leadership in order to build and foster positive relationships with students and staff who are members of the LGBTQI community. The overarching research question was: To what extent do school leaders identify and practice culturally proficient leadership in relation to LGBTQI students and staff? A sequential mixed-methods explanatory research design was utilized to examine the perceptions of secondary school leaders and staff in one mid-sized urban school district regarding culturally proficient school leadership. For the quantitative portion of the study, a School Climate Questionnaire and a School-Wide Cultural Competence Observation Checklist was employed. Descriptive statistics were used to analyze quantitative responses. For the qualitative portion of the study, data pertaining to the experiences and perceptions of secondary school leaders, obtained through focus group interviews, were examined. A two-part data analysis process, including both deductive and inductive coding, was used. Evidence from this study found six school leadership behaviors that impacted cultural proficiency. These behaviors emerged into themes including (a) awareness, (b) training, (c) discussion, (d) resources, (e) safety, and (f) proactive solutions. Findings from this study suggest as school leaders' behaviors align more closely with the six themes at their campuses, they will be better able to build and foster relationships with LGBTQI youth and staff. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN:979-85-16-99222-3
ISSN:5169-9222