Erased from the Permanent Record: Data Collection Practices and Non-Binary Student Experiences in School.
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| Title: | Erased from the Permanent Record: Data Collection Practices and Non-Binary Student Experiences in School. |
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| Alternate Title: | Eliminados del expediente permanente: Prácticas de recopilación de datos y experiencias de estudiantes no binarios en la escuela. Removido do registro permanente: Práticas de coleta de dados e experiências de estudantes não binários na escola. |
| Authors: | Carey, Ashley J.1 Careya11@sacredheart.edu, Piazza, Peter2 Ppiazza1@stonehill.edu |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 3/3/2026, Vol. 34 Issue 24/25, p1-24. 24p. |
| Subject Terms: | *Psychology of students, *Gender inequality, *Educational equalization, *Education policy, *School environment, Nonbinary people, Acquisition of data, Resistance to government |
| Geographic Terms: | Massachusetts |
| Abstract (English): | State education data systems often undercount non-binary students, constraining schools’ ability to support them. This study examines the scope and implications of non-binary erasure in school data collection. Drawing on survey responses from nearly 13,000 students across seven Massachusetts districts, we find that current practices substantially undercount non-binary students, who also report less positive experiences of school culture, including student–teacher relationships, belonging, and emotional safety. Although inclusive data could guide efforts to create more supportive environments, districts face growing political resistance from parent organizations aligned with the White Christian Nationalist movement. These groups frame inclusivity as a threat to parental rights. We argue that state-level policies mandating inclusive gender data practices are needed to affirm the presence of non-binary students, protect districts from politicized backlash, and enable leaders to prioritize equity in school improvement. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Los sistemas de datos educativos estatales a menudo subestiman la cantidad de estudiantes no binarios, lo que limita la capacidad de las escuelas para brindarles el apoyo necesario. Este estudio examina el alcance y las implicaciones de la invisibilización de las personas no binarias en la recopilación de datos escolares. Basándonos en las respuestas de una encuesta realizada a casi 13.000 estudiantes de siete distritos de Massachusetts, encontramos que las prácticas actuales subestiman considerablemente la cantidad de estudiantes no binarios, quienes también reportan experiencias menos positivas en cuanto a la cultura escolar, incluyendo las relaciones entre estudiantes y docentes, el sentido de pertenencia y la seguridad emocional. Si bien los datos inclusivos podrían guiar los esfuerzos para crear entornos más favorables, los distritos se enfrentan a una creciente resistencia política por parte de organizaciones de padres alineadas con el movimiento nacionalista cristiano blanco. Estos grupos presentan la inclusión como una amenaza a los derechos parentales. Sostenemos que se necesitan políticas a nivel estatal que exijan prácticas de recopilación de datos de género inclusivas para reconocer la existencia de estudiantes no binarios, proteger a los distritos de las reacciones políticas adversas y permitir que los líderes prioricen la equidad en la mejora escolar. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Os sistemas de dados da educação estatal subestimam frequentemente o número de alunos não binários, limitando a capacidade das escolas para os apoiar. Este estudo examina o alcance e as implicações da invisibilização dos alunos não binários na recolha de dados escolares. Com base nas respostas de inquéritos de quase 13.000 alunos em sete distritos de Massachusetts, verificámos que as práticas atuais subestimam significativamente o número de alunos não binários, que também relatam experiências menos positivas em relação à cultura escolar, incluindo as relações com os professores, o sentimento de pertença e a segurança emocional. Embora os dados inclusivos pudessem orientar os esforços para criar ambientes mais acolhedores, os distritos enfrentam uma crescente resistência política por parte das organizações de pais alinhadas com o movimento nacionalista cristão branco. Estes grupos enquadram a inclusão como uma ameaça aos direitos parentais. Argumentamos que são necessárias políticas a nível estadual que exijam práticas inclusivas de recolha de dados de género para afirmar a presença de alunos não binários, proteger os distritos de reações políticas adversas e permitir que os líderes priorizem a equidade na melhoria das escolas. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | State education data systems often undercount non-binary students, constraining schools’ ability to support them. This study examines the scope and implications of non-binary erasure in school data collection. Drawing on survey responses from nearly 13,000 students across seven Massachusetts districts, we find that current practices substantially undercount non-binary students, who also report less positive experiences of school culture, including student–teacher relationships, belonging, and emotional safety. Although inclusive data could guide efforts to create more supportive environments, districts face growing political resistance from parent organizations aligned with the White Christian Nationalist movement. These groups frame inclusivity as a threat to parental rights. We argue that state-level policies mandating inclusive gender data practices are needed to affirm the presence of non-binary students, protect districts from politicized backlash, and enable leaders to prioritize equity in school improvement. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.34.9413 |
