Loading...
Is Diversity Equity and Inclusion Dead on Arrival? Leadership Practices that foster Pride not Prejudice in America's Schools.
Lind-Butikis, Tammy
Lind-Butikis, Tammy
Citations
Altmetric:
Genre
Thesis/Dissertation
Date
2025-05
Advisor
Committee member
Group
Department
Educational Leadership
Subject
Permanent link to this record
Collections
Files
Research Projects
Organizational Units
Journal Issue
DOI
https://doi.org/10.34944/9g0n-8z63
Abstract
This dissertation investigates the relationship between school district resource allocation, student support services, and behavioral outcomes, focusing on transgender students. Drawing on secondary data from the Youth Risk Behavior Survey (YRBS) and the National Center for Education Statistics (NCES), the study addresses two key research questions: (a) How do school district characteristics, such as size, racial composition, and geographic location, influence negative student behaviors, particularly among transgender students? (b) To what extent do variations in school district spending on student support services and mental health resources impact these behaviors?
The findings reveal significant disparities in behavioral outcomes between transgender and cisgender students, with transgender students reporting higher rates of substance use, depression, and tobacco use. These disparities were more pronounced in school districts with limited mental health resources and inconsistent access to key support roles, such as school psychologists and guidance counselors. Furthermore, schools with higher numbers of transgender students reported higher overall staffing levels and local revenue, yet significant variability in resource allocation was observed, underscoring systemic inequities in meeting the needs of marginalized populations.
The analysis also considers the implications of the 2025 Executive Order No. 14173, which replaced the rescinded Executive Order No. 13950 (2020) on combating race and sex stereotyping, which restricts federally funded Diversity, Equity, and Inclusion (DEI) initiatives that address systemic inequities. This policy poses additional challenges for school districts seeking to sustain equity-focused programs, particularly those serving transgender and LGBTQ+ students. Despite these constraints, the findings emphasize the critical role of targeted investments in mental health and support services to mitigate disparities and improve outcomes for marginalized populations.
The study concludes with policy recommendations and identifies future research directions, including the need for longitudinal analyses and a deeper exploration of intersectional identities within the school district resource allocation context. These efforts are essential for advancing DEI initiatives and ensuring that all students, regardless of identity or background, have access to supportive and equitable educational opportunities.
Description
Citation
Citation to related work
Has part
ADA compliance
For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
Embedded videos
License
IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.