Date of Award


Document Type


Degree Name

Education (Ed.D.)


Administrative and Instructional Leadership

First Advisor

Katherine C Aquino

Second Advisor

Ceceilia Parnther

Third Advisor

Stephen Kotok


The purpose of this study was to examine New York based elementary school principals' attitudes towards transgenderism, gender nonconformity and the use of an LGBTQ inclusive curriculum with K-5 students. Grounded in the theory of Reasoned Action Approach, RAA, the study aimed to investigate the extent to which these attitudes influenced school leaders’ intentions to implement an LGBTQ inclusive curriculum. Utilizing a mixed methods design, principals were surveyed and invited to participate in semi structured interviews. Findings revealed perceived behavioral control, attitude towards transgenderism and attitude towards the use of an LGBTQ inclusive curriculum predicted intention to use an LGBTQ inclusive curriculum. Principals reported community pushback, lack of resources and the presence of LGBTQ youth as factors that influenced their intention to use an LGBTQ inclusive curriculum. District and school board support, the accessibility of LGBTQ inclusive resources and the availability of training for staff and parents may prove useful in increasing elementary school principals’ intention to support LGBTQ students using an LGBTQ inclusive curriculum.