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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 0000-0001-9473-4643), Mauro C. Moschetti
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
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  Data: Putting Parental Pushback in Context: A Comparative Case Study of a School District's Gender Policy-as-Practice
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  Data: <searchLink fieldCode="AR" term="%22Carolina+Snaider%22">Carolina Snaider</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9473-4643">0000-0001-9473-4643</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mauro+C%2E+Moschetti%22">Mauro C. Moschetti</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Policy%22"><i>Educational Policy</i></searchLink>. 2026 40(5):653-681.
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  Data: 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
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  Data: 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.
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        Value: 10.1177/08959048251387034
    Languages:
      – Text: English
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        PageCount: 29
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      – SubjectFull: Board of Education Policy
        Type: general
      – SubjectFull: Policy Formation
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      – SubjectFull: Parent Influence
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      – SubjectFull: Parent Attitudes
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      – SubjectFull: Gender Issues
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      – SubjectFull: Political Issues
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      – SubjectFull: Educational History
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      – SubjectFull: School Policy
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      – SubjectFull: Principals
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      – SubjectFull: Teacher Role
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      – SubjectFull: New York (New York)
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      – TitleFull: Putting Parental Pushback in Context: A Comparative Case Study of a School District's Gender Policy-as-Practice
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              Y: 2026
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