SB 48: Culturally Relevant Curriculum for LGBTQ Students in the Los Angeles Unified School District

Abstract

Much sociological research has been done to help explain the disparities in educational outcomes along racial lines (i.e. the “achievement gap”), and this research can help provide a framework for thinking about similar social factors that influence a “sexuality achievement gap,” between Lesbian, Gay, Bisexual, Transgendered, and/or Queer (LGBTQ) students, and their non-LGBTQ peers. This thesis uses that body of research, as well as other sociological literature to establish a typology for strategies that may be used to improve social learning environments for LGBTQ students, and consequently help to close the sexuality achievement gap. By conducting a content analysis of the implementation of new legislation in California (SB 48: FAIR Education Act) that mandates the inclusion of LGBTQ figures in K-12 Social Science curricula, this research maps out and analyzes the various strategies being deployed by the Los Angeles Unified School District in their efforts to impact social structures for LGBTQ students. It will demonstrate where this implementation should expect to have the greatest effect on social environments- as well as identify opportunities for greater impactfor this district, the other ~1,000 districts in California, as well as for any other states that might ultimately adopt similar policies, or desire similar changes.