The Disruptive Power of Policy Erasure: How State Legislators and School Boards Fail to Take up Trans-affirming Policies While Leaning into Anti-LGBTQ plus Policies

被引：6

作者：

Mcquillan, Mollie T. ^{[1
,2
]}

Lebovitz, Benjamin A. ^{[1
]}

Harbin, Lashanda ^{[1
]}

机构：

[1] Univ Wisconsin Madison, Madison, WI USA

[2] Univ ofWisconsin Madison, Dept Educ Leadership & Policy Anal, 270C Educ Bldg,1000 Bascom Mall, Madison, WI 53706 USA

来源：

EDUCATIONAL POLICY | 2024年 / 38卷 / 03期

关键词：

nondiscrimination; transgender; LGBTQ plus; erasure; critical policy analysis; exclusionary policies; CRITICAL RACE THEORY; EDUCATION; GENDER; TRANSGENDER; STUDENTS; QUEER; IDENTITY; SAFETY; REFORM; COLOR;

D O I：

10.1177/08959048231218206

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：642 / 699

页数：58