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.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1707250 |
| Date | 08 1900 |
| Creators | Mince, Marcus Dwayne |
| Contributors | Pazey, Barbara, Sailors, Misty, King, Kelley, Doughney, John |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vii, 162 pages, Text |
| Rights | Public, Mince, Marcus Dwayne, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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