IES Blog

Institute of Education Sciences

Celebrate LGBTQ+ Pride Month With NCES

Sexual minorities are people whose sexual orientation is something other than straight or heterosexual.

Gender minorities are people whose sex as recorded at birth is different from their gender.

June is LGBTQ+ Pride Month, and NCES is proud to share some of the work we have undertaken to collect data on the characteristics and well-being of sexual and gender minority (SGM) people. Inclusion of questions about sexual orientation and gender identity on federal surveys allows for a better understanding of SGM people relative to the general population. These questions generate data to inform the development of resources and interventions to better serve the SGM community. Giving respondents the opportunity to describe themselves and bring their “whole self” to a questionnaire also helps them to be more fully seen and heard by researchers and policymakers.

Sometimes, we get asked why questions like this appear on education surveys. They can be sensitive questions for some people, after all. We ask these questions so we can better understand educational equity and outcomes for SGM people, just as we do for other demographic groups, such as those defined by race, ethnicity, household income, and region of the country. Just as is the case for other demographic groups, it is possible that SGM people have unique experiences compared with students and educators from other demographic groups.

Over the past 10 years, NCES has researched how to best ask respondents about their sexual orientation and gender identity, how respondents react to these questions, and what the quality of the data is that NCES has collected in questionnaires and datasets that include sexual orientation and gender identity information.

Several NCES studies include background questions for adults about their sexual orientation and gender identity, including the High School Longitudinal Study of 2009 (HSLS:09) Second Follow-up in 2016, the Baccalaureate and Beyond Longitudinal Study (B&B) 08/18 and 16/21 collections, the National Postsecondary Student Aid Study (NPSAS) in 2020, the Beginning Postsecondary Students Longitudinal Study (BPS) 20/22 and 20/25 collections, and the 2023–24 National Teacher and Principal Survey. In addition, the School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS), conducted by the Bureau of Justice Statistics and sponsored by NCES, asks students several questions pertinent to SGM experiences. For example, the SCS asks students whether they were bullied due to their gender or sexual orientation and whether they experienced hate speech related to their gender or sexual orientation. As participants in the NCVS, students ages 16 and older who respond to the SCS also report their gender identity and sexual orientation. Collectively, these data allow NCES to describe the experiences of students who identify as sexual and gender minorities.

  • As of 2021, 2009 ninth-graders who were bisexual and questioning left postsecondary education without degrees or credentials at higher rates than other groups of students who were in ninth grade in 2009, and they earned bachelor’s or higher degrees at lower rates than other students.1
     
  • In 2020, some 9 percent of students who identified as genderqueer, gender nonconforming, or a different identity had difficulty finding safe and stable housing, which is the three times the rate of students who identified as male or female (3 percent each).2
     
  • In 2018, about 10 years after completing a 2007–08 bachelor’s degree, graduates who were gender minorities3 described their financial situations. Graduates who were gender minorities were less likely to own a home (31 percent) or hold a retirement account (74 percent) than graduates who were not gender minorities (63 percent and 87 percent, respectively).4
     
  • Among 2008 bachelor’s degree graduates with a full-time job in 2018, those who were straight people reported higher average salaries than those who were either lesbian/gay or bisexual.    
     
  • In the 2017–18 school year, 18 percent of public schools had a recognized student group that promoted the acceptance of students’ sexual orientation and gender identity, such as a Gay-Straight Alliance (GSA). This was an increase from the 2015–16 school year, in which 12 percent of schools reported having a GSA.5|
     
  • Among all students ages 12–18 in grades 6–12 who reported being bullied (19 percent), the percentage who reported being bullied due to their sexual orientation more than doubled from 2017 (4 percent) to 2022 (9 percent).6 That change was primarily driven by female students, for whom the percentage tripled from 2017 to 2022 (from 4 to 13 percent), while the percentage of bullied males who reported being bullied for their sexual orientation was not statistically significantly different across the period (3 percent in 2017 and 4 percent in 2022).

Figure 1. Among students ages 12–18 enrolled in grades 6–12 who reported being bullied, percentage who reported that they thought the bullying was related to their sexual orientation: 2017, 2019, and 2022

! Standard error for this estimate is 30 to 50 percent of the estimate’s value.

* Statistically significantly different (p < .05) from 2022. 


NCES is committed to collecting data about equity in education and describing the experiences of all students and educators, including SGM people.

To learn more about the research conducted at NCES and across the federal statistical system on the measurement of sexual orientation and gender identity, visit nces.ed.gov/FCSM/SOGI.asp.

Plus, be sure to follow NCES on XFacebookLinkedIn, and YouTube and subscribe to the NCES News Flash to stay informed when resources with SGM data are released.

 

By Elise Christopher, Maura Spiegelman, and Michael McGarrah, NCES


[1] SOURCE: Christopher, E. M. (2024). Disparities in postsecondary outcomes for LGBTQ+ individuals:
New evidence from the High School Longitudinal Study of 2009. Presented at the American Education Research Association Annual Meeting, Philadelphia, PA.

[2] SOURCE: U.S. Department of Education, National Center for Education Statistics, 2019–20 National Postsecondary Student Aid Study (NPSAS:20, preliminary data)

[3] On the NCES surveys mentioned above, gender identity categories include male; female; transgender, male-to-female; transgender, female-to-male; genderqueer or gender nonconforming; a different gender identity; and more than one gender identity.

[4] SOURCE: U.S. Department of Education, National Center for Education Statistics, 2008/18 Baccalaureate and Beyond Longitudinal Study (B&B:08/18).

[5] SOURCE: U.S. Department of Education, National Center for Education Statistics, 2015–16 and 2017–18 School Survey on Crime and Safety (SSOCS).

[6] SOURCE: U.S. Department of Education, National Center for Education Statistics, 2017, 2019, and 2022 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS)

 

Encouraging the Use of LGBTQI+ Education Research Data

Until recently, limited data existed in education research focused on the LGBTQI+ community and their experiences. As this area of interest continues to grow, education researchers are learning how to effectively collect these data, interpret their implications, and use them to help improve the educational outcomes of LGBTQI+ identifying students. In this blog post, we review current federal recommendations for data collection and encourage researchers to submit FY 2024 applications focused on the educational experiences and outcomes of Lesbian, Gay, Bisexual, Transgender, Queer, and Intersex (LGBTQI+) identifying students.

Collecting Data on Sexual Orientation and Gender Identities

In January 2023, the Office of the Chief Statistician of the United States released a report with recommendations on how to effectively design federal statistics surveys to account for sexual orientation and gender identities (SOGI). While this report is for a federal audience, the recommendations are relevant and useful for education researchers who wish to measure the identities and experiences of those in the LGBTQI+ community. Some suggestions include—

  • Provide multiple options for sexual orientation identification (for example, gay/lesbian, straight, bisexual, use other term)
  • Provide a two-question set in order to measure gender identity—one asking for sex assigned at birth, and one for current self-identification
  • Provide write-in response and multiple-response options for SOGI-related questions
  • Allow respondents to proceed through the survey if they choose not to answer unless answers to any of these items are critical for data collection

Education researchers looking to incorporate SOGI data into their studies can also use existing SOGI data collected by the National Center for Education Statistics (NCES) to support their research. A new NCES blog outlines the studies that collect SOGI information and outlines some initial findings from that data.

Funding Opportunities for Research to Improve Outcomes of LGBTQI+ students

In alignment with the SEER Equity Standard, IES encourages researchers to submit applications to the FY 2024 research grant competitions that support the academic and social behavioral outcomes of students who identify as LGBTQI+. IES is especially interested in research proposals that involve—

  • Describing the educational experiences and outcomes of LGBTQI+ students
  • Creating safe and inclusive learning environments that support the needs of all LGBTQI+ students.
  • Identifying promising practices for school-based health services and supports, especially mental health services, that are accessible to and supportive of LGBTQI+ students
  • Identifying systems-level approaches that reduce barriers to accessing and participating in high quality learning environments for LGBTQI+ students

Check out our funding opportunities page for more information about our FY 2024 requests for applications. If you have specific questions about the appropriateness of your research for a specific FY 2024 research competition, please contact the relevant program officer listed in the request for applications.


This blog is part of a 3-part Inside IES Research blog series on sexual orientation and gender identity in education research in observance of Pride month. The other posts discuss the feedback from the IES LGBTQI+ Listening and Learning session and the first ever learning game featuring a canonically nonbinary character.

This blog was produced by Virtual Student Federal Service intern Audrey Im with feedback from IES program officers Katina Stapleton (NCER - Katina.Stapleton@ed.gov) and Katherine Taylor (NCSER - Katherine.Taylor@ed.gov) and NCES project officers Elise Christopher (Elise.Christopher@ed.gov) and Maura Spiegelman (Maura.Spiegelman@ed.gov).

Navigating LGBTQI+ Research: Where We Are and Where We Are Headed

In June 2022, NCER and NCSER hosted a virtual listening session, “Leveraging LGBTQI+ Voices in Education Research.” After a brief introduction from the Office of Civil Rights on Title IX and its relevance to protecting against sex and gender discrimination within schools and LGBTQI+ resources for students, seven guest panelists discussed the history of LGBTQI+ research, challenges, and ways forward. This blog provides a summary of the discussion. 

Historical Perspectives on LGBTQI+ Education Research 

Panelists shared their perspectives on the history of LGBTQI+ education research and made several important points. They noted that early LGBTQI+ education research was not situated in schools. Rather, as one panelist recalled, “Research on queer issues and education began as legal and historical research because of the politics of securing IRB both at your own institution and also schools.” Early research also focused heavily on negative experiences of queer and trans youth, such as bullying. “It is certainly important [to] interrupt homophobic bullying in schools, but it is troubling that queer and trans victimhood has become the most pervasive trope for recognizing bodies in schools,” stated a panelist, before urging the audience to change the narrative from victimhood to agency.  

In 2001, GLSEN started their biannual National School Climate Survey, which asks LGBTQI+ students about their experiences of discrimination and school-based supports. Panelists highlighted this as a pivotal moment in collecting data on these students and their experiences in school.   

Challenges in Conducting LGBTQI+ Education Research 

Panelists also shared challenges in conducting education research with LGBTQI+ students:

  • Geography. Although there is a need to conduct research in various regions across the United States to account for different political climates and other geographical factors, anti-LGBTQI+ policies present an obstacle to doing so in certain states.
  • Getting consent from parents and districts. “In general, districts have moved from giving you an outright no, to the passive-aggressive drown-you-in-paperwork,” noted one panelist. “My work has decidedly been in out-of-school places,” another panelist agreed, “because it’s easier to ask questions around queer and trans youth agency.”  
  • Career-related barriers. Panelists cited difficulties in finding mentors and funding to engage in this research. One panelist noted, “There's also the challenge of key scholars and gate keepers who misunderstand queer scholarship,” which can make it difficult to receive funding or get published.  

Future directions for LGBTQI+ education research  

Panelists discussed several areas the field should attend to in order to ensure the future of high-quality education research on LGBTQI+ learners.  

Responsible and Respectful Data Collection and Analysis

As identities are becoming more diverse and nuanced, it is important for researchers to prioritize collecting and analyzing data in ways that are inclusive and respectful of these varied and intersecting identities. As stated by one panelist, “We need to be able to design tests and validate forms of measuring sexuality, especially for younger queer and trans youth, not for the sake of measuring constructs, but because it's imperative at this time that we're able to use information to inform policy.”  

Using a report from the National Academy of Sciences as a foundation, panelists recommended asking open-ended questions that allow individuals to give detailed explanations and providing sliding scales for participants to place themselves along spectrums. When a categorical question is needed, panelists recommended providing multiple options that go beyond the binary and providing an explanation for the categorical question (for example, “Oftentimes, we have to create categories to do the work that we do, can you please tell us which of these options best describes your sexual orientation?”).  

Participants also discussed the importance of not collapsing data across categories and attending to intersecting identities, including gender identity, sexual orientation, culture, and race/ethnicity, to better understand experiences. “When those nuances are overlooked or erased,” one panelist remarked, “it becomes impossible to understand the LGBTQI+ community or the public health interventions that would effectively meet the needs of each and every LGBTQI+ young person, no matter their identity.” 

Expanded Theories and Approaches

Panelists emphasized the need for an understanding and acceptance of less traditional theories and methods. One panelist stated, “We need to recognize the value of projects that are informed by queer theory, a transtheoretical informed perspective, or radical feminism… to expand what we know about LGBTQI+ experiences in schools.” In addition to quantitative methods, the panelists expressed a need for more qualitative and mixed methods studies and participatory action research.  

Capacity Building

A few panelists advocated for expanded researcher training to ensure future researchers “are adept in qualitative, quantitative and mixed method research techniques aimed at producing research that will then provide rich, sound, and respected information and data that can really impact LGBTQI+ issues.” Participants also recommended increasing the diversity of researchers conducting studies. “As we're thinking about creating a community of scholars, we must include scholars who are both members of the LGBTQI+ community as well as outside of the community,” said one panelist. 


This blog is part of a 3-part blog series on sexual orientation and gender identity in education research in observance of Pride month. The other posts discuss the development of Time Tails, the first ever learning game featuring a canonically nonbinary character, and encourage the use of LGBTQI+ education research data.  

This blog was produced by Virtual Student Federal Service intern Audrey Im with feedback from IES program officers Katina Stapleton (NCER - Katina.Stapleton@ed.gov), Katherine Taylor (NCSER - Katherine.Taylor@ed.gov), James Benson (NCER - James.Benson@ed.gov), and NCES project officers Elise Christopher (Elise.Christopher@ed.gov) and Maura Spiegelman (Maura.Spiegelman@ed.gov).  

NCES Celebrates LGBTQ+ Pride Month

June is LGBTQ+ Pride Month, and NCES is proud to share some of the work we have undertaken to collect data on the characteristics and well-being of sexual and gender minority populations.

Inclusion of questions about sexual orientation and gender identity on federal surveys allows for better understanding of sexual and gender minority populations relative to the general population. These sexual orientation and gender identity (SOGI) data meet a critical need for information to understand trends within larger population groups, and insights gained from analysis of the data can lead to potential resources and needed interventions being provided to better serve the community. Giving respondents the opportunity to describe themselves and bring their “whole self” to a questionnaire helps them to be seen and heard by researchers and policymakers.

Sometimes, NCES is asked why questions like this appear on an education survey. They can be sensitive questions for some people, after all. NCES asks these questions to be able to understand the different experiences, equity, and outcomes related to education for sexual and gender minorities, just as NCES does for groups identified by other demographic characteristics like race, ethnicity, household income, and what part of the country someone lives in. By sexual minorities, we mean people who report their sexual orientation to be something other than straight or heterosexual, and by gender minorities, we mean people whose sex as recorded at birth is different from their gender.

Over the past 10 years, NCES has researched how to best ask respondents about their sexual orientation and gender identity, how respondents react to these questions, and the quality of data that NCES has collected on these characteristics.

At NCES, several studies include background questions for adults about their sexual orientation and gender identity. These are the High School Longitudinal Study: 2009 (HSLS:09) Second Follow-up in 2016, the Baccalaureate and Beyond Longitudinal Study (B&B) 08/18 and 16/21 collections, the National Postsecondary Student Aid Study (NPSAS) in 2020, and the Beginning Postsecondary Students Longitudinal Study (BPS) 2020/22 (see table below for more details about these surveys).


 


The collection of these data allows NCES to describe the experiences of gender and sexual minority individuals. For example:

  • In 2020, postsecondary students who identified as genderqueer, gender nonconforming, or a different identity had difficulty finding safe and stable housing at three times the rate (9 percent) of students who identified as male or female (3 percent each).1
     
  • In 2018, about 10 years after completing a 2007–08 bachelor’s degree, graduates who were gender minorities2 described their financial situations. Graduates who were gender minorities were less likely to own a home (31 percent) or hold a retirement account (74 percent) than graduates who were not gender minorities (63 percent and 87 percent, respectively) (figure 1).3  

Figure 1. Percentage of 2007–08 bachelor’s degree recipients who owned a home, had a retirement account, reported negative net worth, and did not meet essential expenses in the past 12 months, by gender minority status in 2018

NOTE: “Retirement account” includes both employer-based retirement accounts such as 401(k), 403(b), and pensions, and non-employer-based retirement accounts such as individual retirement accounts. Respondents are considered to have negative net worth if they would still be in debt after selling all their major possessions, turning all their investments and other assets into cash, and paying off as many debts as they could. “Did not meet essential expenses” refers to being unable to meet essential living expenses such as mortgage or rent payments, utility bills, or important medical care. “Past 12 months” refers to any of the 12 months preceding the interview. Gender minority indicates whether the respondent’s gender identity differed from the sex assigned at birth. Gender identity categories include male; female; transgender, male-to-female; transgender, female-to-male; genderqueer or gender nonconforming; a different gender identity; and more than one gender identity.
SOURCE: U.S. Department of Education, National Center for Education Statistics, 2008/18 Baccalaureate and Beyond Longitudinal Study (B&B:08/18).


  • In the 2017–18 school year, 18 percent of public schools had a recognized student group that promoted the acceptance of students’ sexual orientation and gender identity, such as a Gay-Straight Alliance (GSA). This was an increase from the 2015–16 school year, in which 12 percent of schools reported having a GSA.4
     
  • For 2008 bachelor’s degree graduates with a full-time job in 2018, straight people reported higher average salaries than either lesbian/gay or bisexual people.  

NCES is committed to collecting data about equity in education and describing the experiences of SGM students, graduates, and educators.

To learn more about the research conducted at NCES and across the federal statistical system on the measurement of SOGI, please visit the Federal Committee on Statistical Methodology (FCSM) website and check out these two presentations from the FCSM 2022 Research and Policy Conference: How do you Describe Yourself in the Workplace? Asking Teachers about their Sexual Orientation and Gender Identity in a School Survey and Assessing Open-Ended Self-Reports of Sexual Orientation and Gender Identity: Is There Room For Improvement?.

 

By Maura Spiegelman and Elise Christopher, NCES


[1] U.S. Department of Education, National Center for Education Statistics, 2019–20 National Postsecondary Student Aid Study (NPSAS:20, preliminary data).

[2] On the NCES surveys mentioned above, gender identity categories include male; female; transgender, male-to-female; transgender, female-to-male; genderqueer or gender nonconforming; a different gender identity; and more than one gender identity.

[3] U.S. Department of Education, National Center for Education Statistics, 2008/18 Baccalaureate and Beyond Longitudinal Study (B&B:08/18).

[4] U.S. Department of Education, National Center for Education Statistics, 2015–16 and 2017–18 School Survey on Crime and Safety (SSOCS).

LGBTQ+ Education Research: Why I’m Proud to be a Part of It

This year, Inside IES Research is publishing a series of blogs showcasing a diverse group of IES-funded education researchers and fellows that are making significant contributions to education research, policy, and practice. In celebration of PRIDE month, three IES training fellows reflect on the state of education research for LGBTQ+ students and what motivates them to pursue this area.

Damon R. Carbajal (he/él) is a community scholar, educator, activist, and alumni of the University of New Mexico, Research Institute for Scholars of Equity (RISE) program, residing in Albuquerque, New Mexico, whose work focuses on recentering intersectional identities in and out of educational spaces. Souksavanh T. Keovorabouth (they/them), Diné, completed the University of Arizona Pathways to Doctoral Studies in Education-Related Fields and is currently a PhD candidate at both Oregon State University and Macquarie University (Sydney, Australia) as a Cotutelle Student, whose research focuses on the Indigenous urban experience, Two-Spirit wellbeing and Two-Spirit in urban areas, Relocation Act 1950, Native and Queer urbanization, BIPOC masculinities, and missing and murdered Indigenous women. Sarah Rosenbach (she/her) is a PhD candidate in psychology and social intervention at New York University, where she was a fellow in the NYU Predoctoral Interdisciplinary Research Training Program in Education Sciences during her first 4 years of graduate study, and is currently based in Honolulu, HI and researching evidence-based ways in which schools and other youth-serving settings can support the healthy development of LGBTQ adolescents.

 

What excites you about education research relevant to LGBTQ+ communities?

Damon R. Carbajal (DRC): As a gay, queer, Chicanx person, I have not had the easiest time in school and often felt I was voiceless. I see research as a powerful tool to help create safer spaces for all in education spaces. This is what keeps me going and what creates my deep connection to my research because I know that it helps to create spaces and opportunities that I did not have. Allowing folks to voice their lived experiences is critical for the growth of academia, research, and individuals. Overall, my excitement comes from the community we form when decentered voices are recentered in holistic ways that project the beauty and resilience of the queer community. This recentering is at the heart of all my work, and the impact is critical.

 

Souksavanh T. Keovorabouth (STK): What excites me is that I am able to bring in my own experience and experiences of other Queer Indigenous people into the light. Many Queer, Trans, and Two-Spirit Indigenous people have been erased, even by our own communities. Two-Spirit is an umbrella term used to signify the vast diverse set of genders, sexes, and sexualities within Indigenous communities pre-colonialization. We use this term to bring that history into the present. I focus on urban Indigenous LGBTQ2S+ communities because many of us have been or are displaced and removed based on our diverse gender, sex, and sexuality selves and we need to (re)establish communities of care. Through our tracing of histories and lineages, we can see that Two-Spirit people are vital to our true restoration of Indigenous sovereignty.

 

Sarah Rosenbach (SR): I am excited for the field to begin to translate this evidence to practice in teams of interdisciplinary researchers who are in partnership with educators and community organizations. Schools are perhaps the single most studied context for LGBTQ+ youth. Together with my collaborators, I have contributed to a growing body of research focused on the state of LGBTQ+ youth experiences in schools. I have been fortunate to work with an amazing team of LGBTQ+ folks in education, psychology, public health, and sociology. The ability to show up to this work as my true self and to work towards improving school experiences for LGBTQ+ youth in community is very meaningful to me. With a groundswell of empirical support building across disciplines, we have reached a critical turning point for action. I am excited for the field to begin to translate this evidence to practice in teams of interdisciplinary researchers who are in partnership with educators and community organizations. I believe that it is time for us to turn to creating and testing school-based prevention, intervention, and health promotion programs that specifically examine – and alter - the ways that schools socialize cisnormativity and heteronormativity in the lives of all youth.

How has being a member of or ally to the LGBTQ+ community influenced your path as researcher?

DRC: As a gay, queer, Chicanx researcher, educator, and activist, I believe that being a member of the LGBTQ+ community has influenced my research in a variety of ways including the research I focus on as well as the idea of even jumping into research. When I first started college, I wanted to be a high school teacher and had not thought about anything else. During undergrad, I had research fellowships and mentorship experiences that helped me realize that I could create more safe spaces and reach more students and educators through a research path. This realization was life altering and allowed me to grow into a researcher whose queer and BIPOC roots grant me insights that are new and authentic because of my social awareness and new perspectives. As a researcher, I can draw upon my life experiences, which include trauma, assault, and other facets of life—facets of my life that are sadly the reality of many who are in the LGBTQ+ and other marginalized communities.

Because of my identity, I feel I am more likely to pursue topics that have often been overlooked or viewed as taboo. For example, my thesis examined LGBTQIA+ Mexican/x youth experiences of mental health in and out of schooling settings. Highly intersectional research such as this is not heavily represented in the field, except by researchers who are often members of the non-dominant communities. Overall, being an LGBTQ+ researcher can be taxing as I am often the only queer and/or Chicanx person in research spaces, but always highly rewarding because I am able to make a mark in the research world for and by my community.

STK: Being Queer and Nadleeh (Two-Spirit in Navajo language) influences my research because these aspects of me grant me the ability to draw upon stories and experiences to navigate the world outside of western construction of gender, sex, and sexuality. My research journey began in 2016. I was not feeling safe as a Queer, Brown, multiracial person, and I knew that others were feeling the same way, especially as policy debates and political actions, such as those reported by the Fenway Institute, took shape. We were being marginalized and erased, and this impacts mental health. Research indicates that LGBTQ+ youth are 4 times more likely to attempt suicide than their straight peers and that Indigenous LGBTQ+ youth are 2.5 more likely than their non-Indigenous LGBTQ+ peers. The Trevor Project survey also found that Indigenous youth who were accepted by their family and communities were nearly 60 percent less likely to attempt suicide. These numbers have really fueled the work that I do because I am able to use my voice and scholarship to give back to my communities and address their needs and support them. My identities have and continue to influence my path as a researcher because this is for all my community to move from having to survive to beginning to thrive. When I am done with my PhDs, I aim to continue writing, teaching, and working with my community through my research on Queer, Trans, and Two-Spirit identity, as we are vital to Indigenous futures.

SR: We are seeing a nationwide onslaught of anti-LGBTQ+ legislation aimed at dismantling hard-earned yet tenuous civil rights and coordinated with efforts to dismantle culturally responsive pedagogy and antiracist education. It is critical for all of us, those in the LGBTQ+ community and allies, to speak out in support of all LGBTQ+ youth with our local reporters, school boards, city councils, and state legislatures. But this is just one part of the solution. We must continually ask our LGBTQ+ community, “How may I better serve you?” and let the answers drive our scholarship and our activism. We must partner with movements in antiracist and decolonizing education. Together, we can leverage our scholarship and activism to reimagine our education systems towards justice for all.


Produced by Meredith Larson (Meredith.Larson@ed.gov), a program officer for IES Postdoctoral Training grants.