Putting Parental Pushback in Context: A Comparative Case Study of a School District's Gender Policy-as-Practice
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| Title: | Putting Parental Pushback in Context: A Comparative Case Study of a School District's Gender Policy-as-Practice |
|---|---|
| Language: | English |
| Authors: | Carolina Snaider (ORCID |
| Source: | Educational Policy. 2026 40(5):653-681. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Board of Education Policy, Policy Formation, Parent Influence, Parent Attitudes, Gender Issues, LGBTQ People, Transgender People, Political Issues, Educational History, School Policy, Principals, Administrator Role, Teacher Role, Attitudes |
| Geographic Terms: | New York (New York) |
| DOI: | 10.1177/08959048251387034 |
| ISSN: | 0895-9048 1552-3896 |
| Abstract: | This study examines the formation and implementation of the New York City Department of Education's Gender Guidelines. Drawing on 41 interviews with policymakers, professional development providers, and school staff, as well as policy documents and media sources, we examine how marked fears of pushback influenced policy formation and shaped how schools interpreted and took up the policy. The case of NYC offers a valuable example of how policies can leverage pushback and motivate positive school cultural change when they incorporate the appropriate human and material resources to scaffold whole-school deliberation and conciliatory processes. Ultimately, we argue that policy stakeholders would benefit from carefully attending to the roots and nuances of parents' dissenting perspectives throughout the formation and implementation of gender policies. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507965 |
| Database: | ERIC |
| Abstract: | This study examines the formation and implementation of the New York City Department of Education's Gender Guidelines. Drawing on 41 interviews with policymakers, professional development providers, and school staff, as well as policy documents and media sources, we examine how marked fears of pushback influenced policy formation and shaped how schools interpreted and took up the policy. The case of NYC offers a valuable example of how policies can leverage pushback and motivate positive school cultural change when they incorporate the appropriate human and material resources to scaffold whole-school deliberation and conciliatory processes. Ultimately, we argue that policy stakeholders would benefit from carefully attending to the roots and nuances of parents' dissenting perspectives throughout the formation and implementation of gender policies. |
|---|---|
| ISSN: | 0895-9048 1552-3896 |
| DOI: | 10.1177/08959048251387034 |
