Date of Award

7-29-2024

Access Restriction

Dissertation

Degree Name

Doctorate in Education

Department

Education

School or College

School of Education

First Advisor

Lauren Casella

Second Advisor

Elizabeth Stoddard

Third Advisor

Jane Bleasdale

Abstract

While there are many calls to maintain Catholic values in National Catholic Education Association (NCEA) and (arch)diocesan standards for Catholic school leaders, there is still a lack of guidance on operationalized support for gender-expansive students. This lack of clarity hinders the ability of leaders of Catholic schools to support and accompany gender-expansive students in their schools. This lack of guidance results in unclear leadership, which can adversely affect the well-being of gender-expansive students in Catholic schools. This qualitative study explored the experiences of principals and presidents of Catholic high schools in the United States as they work with gender-expansive students and their families. It was conducted through semi-structured interviews of six principals and two presidents, who were asked questions about their practices working with gender-expansive students, the ways of proceeding they use or plan to use in these conversations, and the barriers they face to supporting these individuals institutionally. Findings revealed three themes: (a) cura personalis versus cura apostolica, (b) individualized approach versus institutional consistency, and (c) individual values and beliefs versus institutional values and beliefs. Findings suggested that individual school communities need to engage in thoughtful dialogue to define a way of proceeding. Overarching policies mandated from the top down will face barriers to implementation. At the same time, it is essential to proactively engage in the work of defining organizational values and beliefs when it comes to gender inclusivity. It is not enough to handle it on a case-by-case basis, relying on students and families to tell you what they need.

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