School Board Decision Making about the Adoption of Equity Policies in Education: Relevance for the Equitable Treatment of Transgender Students Within Virginia

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dc.contributor.authorWeymouth-German, Jessica Cluveriusen
dc.contributor.committeechairMullen, Carol Annen
dc.contributor.committeememberKlimaitis, Cindy Carteren
dc.contributor.committeememberLowery, Charles L.en
dc.contributor.committeememberWeaver-Hightower, Marcus Bennetten
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2024-05-16T08:00:15Zen
dc.date.available2024-05-16T08:00:15Zen
dc.date.issued2024-05-14en
dc.description.abstractThe purpose of this study was to find out about school board decision making regarding the treatment of transgender students in Virginia's public schools' policies. The research questions were (1) What is involved in deciding to adopt policies addressing equitable treatment of, and access to education for, transgender students? (2) What influences school boards' adoption of educational equity policies? Participants and school divisions were selected based on their participation in policy decision making for the equitable treatment of transgender students. Data collection involved a one-on-one interview with a school board member and recordings of local school board meetings, committee meetings, and workshops. Common themes were developed through multiple readings of interview and meeting transcripts. Major findings include policy alignment with beliefs and values, trust between stakeholders, legal status of the policy and related topics, implementation and real-world scenarios, and decision makers' background and experiences. Additional data points evidenced community input, advice of school division staff, timing in relation to other contextual events, the political landscape, and equity discussions also impact school board decision making. Suggestions for policymakers involve focusing on creating systems to ensure equitable access to decision making for varied populations and creating frameworks for impartial decisions when controversy is involved. Implications for practitioners are also explored: (a) learning about policy decision makers' backgrounds, beliefs and experiences; (b) preparing presentations and information based on top factors impacting decision making and (c) focusing on implementation outcomes with community input. These results may impact adoption of educational equity policies more efficiently by school boards, potentially resulting in supporting previously excluded student groups' access to equal education and increased success, no matter their identity.en
dc.description.abstractgeneralThe purpose of this study was to find out about school board decision making regarding the treatment of transgender students in Virginia's public schools' policies. The research questions were (1) What is involved in deciding to adopt policies addressing equitable treatment of, and access to education for, transgender students? (2) What influences school boards' adoption of educational equity policies? A single one-on-one interview was conducted with a school board member, and 15 meeting recordings were transcribed and analyzed through multiple readings. The top 10 factors associated with school board member decision making are reported as findings and data points. Findings include policy alignment with beliefs and values, trust between stakeholders, legal status of the policy and related topics, implementation and real-world scenarios, and decision makers' background and experiences. Considering these findings, policymakers may wish to implement systems to ensure (a) equitable opportunities for people to serve as school board members, (b) trust is built between stakeholders, or (c) community-specific feedback is received. Policymakers may also wish to develop a decision-making framework for equity policy decisions. School division staff and policy advocates could consider these findings in focusing their efforts on aspects they can influence and providing complete and thorough presentations to school board members. By attending to these factors, school division staff and policy advocates may be able to more efficiently have educational equity policies adopted by school boards, potentially resulting in supporting previously excluded student groups' access to equal education and increased success no matter their identity.en
dc.description.degreeDoctor of Educationen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:39801en
dc.identifier.urihttps://hdl.handle.net/10919/118988en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjecteducation policyen
dc.subjectequityen
dc.subjectdecision makingen
dc.subjectpolicy adoptionen
dc.subjecttransgenderen
dc.titleSchool Board Decision Making about the Adoption of Equity Policies in Education: Relevance for the Equitable Treatment of Transgender Students Within Virginiaen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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