LGBTQ+ Families and Their Relationships with Public Elementary Schools in Massachusetts: A Phenomenological Study
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While research has been conducted on the importance of creating safe environments where LGBTQ+ students feel seen and respected (Hermann-Wilmarth & Ryan, 2019), little research has been completed on these spaces' impact on LGBTQ+-headed families. Understanding the impact belonging has on a sense of mattering (Strayhorn, 2019), it is essential to know whether LGBTQ+-headed families feel like they are a welcomed part of their child(ren)’s school communities. This study aimed to give voice to the experiences of LGBTQ+-headed families with children in several Massachusetts Public Schools concerning their relationships with their child(ren)’s schools. By giving voice to these families, this research helped to fill a clear gap in the literature around LGBTQ+-headed families' relationships with public schools within the United States.