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A Guide to LGBTQ+ Inclusion on Campus, Post-PULSE


Edited By Virginia Stead

The research in A Guide to LGBTQ+ Inclusion on Campus, Post-PULSE is premised on the notion that, because we cannot choose our sexual, racial, ethnic, cultural, political, geographic, economic, and chronological origins, with greater advantage comes greater responsibility to redistribute life’s resources in favor of those whose human rights are compromised and who lack the fundamental necessities of life. Among these basic rights are access to higher education and to positive campus experiences. Queer folk and LGBTQ+ allies have collaborated on this new text in response to the June 16, 2016 targeted murder of 49 innocent victims at the PULSE nightclub, Orlando, Florida. Seasoned and novice members of the academy will find professional empowerment from these authors as they explicitly discuss multiple level theory, policy, and strategies to support LGBTQ+ campus inclusion. Their work illuminates how good, bad, and indeterminate public legislation impacts LGBTQ+ communities everywhere, and it animates multiple layers of campus life, ranging from lessons within a three-year-old day care center to policy-making among senior administration. May the power of well-chosen words continue to deepen our understanding, clarify our communication, and empower us all as pro-LGBTQ+ campus activists.

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Chapter Thirteen: Preparing Social Justice Leaders to Deconstruct Heterosexual Privilege (Karen (Karie) K. Huchting / Jill Bickett / Emily S. Fisher)


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Preparing Social Justice Leaders TO Deconstruct Heterosexual Privilege



Imagine for a moment that you are the principal of a progressive public elementary school. A group of fifth grade students approaches you to ask if you would approve of a book to be included in the school library; the story involves a young boy kissing another boy. What do you do? Now imagine that you are a seventh grade teacher and one day in class a student yells across the room to another student, “That’s so gay!” What do you do? Lastly, imagine for a moment that you are the principal of a private religious elementary school and a same-sex couple meets with you to discuss enrolling their child in your school. What do you do?

These are actual experiences shared by graduates from the educational leadership for social justice (LSJ) preparation program at Loyola Marymount University, located in Los Angeles, California. From these stories, and others we have heard from our graduates, we were challenged to take a deeper look at how our educational leadership preparation program is preparing school leaders to deconstruct heterosexual privilege and respond to the needs of all students and families.


Our educational leadership preparation program, founded in 2004, is a three-year doctoral (Ed.D.) program. Candidates must possess a master’s degree to be...

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