Feminist and LGBTQ+ Studies

Abstract

Queer history, marked by resilience and progress, presents a rich tapestry of experiences that challenge traditional narratives. In this policy analysis, we explore the intersection of queer history and education, focusing on the lived understanding of sexual and gender minority (SGM) youth in K-12 schools. Despite significant progress in societal acceptance, SGM youth face persistent challenges that affect their identities and well-being. In this analysis, we synthesize research on Title IX and its application in Midwest schools, particularly in Minnesota and North Dakota to understand the present landscape of DEI policies. We examine how these policies affect SGM students and identify barriers to effective implementation. This analysis incorporates a queer perspective in which we aim to highlight the unique needs of SGM youth and advocate for inclusive practices in education. We recommend fostering active listening and creating safe dialogue spaces, allowing student feedback to shape policy revision. We use this research to underscore the importance of seeing DEI policies through a queer lens, ensuring that SGM youth voices are heard, and their diverse situations are acknowledged.

Biography

Kelley Larson is a third-year PhD student at North Dakota State University in Fargo, North Dakota.

Kelley's research interests are focused on equity and inclusion for queer youth in grades K-12.