Mollie Mcquillan
Datos Biográficos
| ID | 3701422 |
|---|---|
| NOMBRE | Mollie Mcquillan |
| NOMBRES | Mollie |
| APELLIDO | Mcquillan |
| FIRMA | MCQUILLAN M |
| AFILIACIONES | University of Wisconsin–Madison |
| ORCID | 0000-0002-2522-3871 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAS | 9 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Policy Ambiguity, Procedural Erasure, and Discretionary Discrimination
Authoritarian drift has been reshaping educational leadership. In this paper, we examine how mechanisms of authoritarian drift - procedural performance, epistemic injustice, moral panic narratives, and policy ambiguity – narrow administrative discretion and marginalize students, especially transgender and nonbinary students. Using (1) a critical discourse analysis of a state legislative hearing on a “parents’ rights” bill with (2) a conceptual co…
History on repeat
The recent spate of anti-transgender bills in the USA has created challenges for transgender and gender-diverse students’ health. While actions to promote conservatism over research-based guidance and ethical commitments to students are not new, the pace and vitriol of recent political changes is concerning. Even in states with strong civil rights protections for LGBTQIA+ people, the pace of anti-transgender legislation and policies being propose…
Masking the Health Impacts of Anti-LGBTQ+ Policies by Political Suppression of Data and Informational Erasure
An Overlooked Explanation for Increasing Suicidality
Recent data show rising suicidality among high school girls. We posit this increase may be related to an overlooked factor: more girls identifying as LGBQ. Using four cohorts of national Youth Risk Behavior Survey data ( N = 22,562 females, N = 22,130 males), we found that LGBQ identification among females rose from 15% in 2015 to 34% in 2021. LGBQ females consistently reported higher suicidality, although rates remained stable within both LGBQ a…
Sometimes It’s Hard to Do the Right Thing”
PK–12 district-level administrators have been asked to navigate an increasingly complex policy landscape concerning gender-diversity reforms. We apply sensemaking theory to examine administrators’ understanding of legal and policy protections for trans and gender diverse (TGD) students. Using 36 interviews with administrators and policy consultants, we examine whether PK-12 district administrators (a) know about existing legal and policy protecti…
Everything they think they know, they should forget
This article explores how trans school employees redeploy, trouble, challenge, and refuse prevalent discourses about transness and education. Drawing from interviews with 100 school workers in Canada and the United States, we employ Coleman’s (2023) concept of ‘narrative repair’ to consider participants’ responses to an interview question asking what they would like the public to know about their workplace experiences. We show that workers in our…
Union Membership, Retention, and Perceived Safety for PK-12 Trans School Workers of Color
In this study, we use data from a sample of 296 trans PK-12 school workers in the United States and Canada to consider the impact of union membership on an educator population who may be disproportionately harmed by systemic inequalities. Using intersectionality and trans studies as frameworks with a QuantCrit analytical lens, we examined union membership for trans workers of Color across race/ethnicity, country, gender, and years of experience. …
The Disruptive Power of Policy Erasure
Since 2017, hostile anti-LGBTQ+ educational bills rapidly expanded. Using traditional and critical policy analysis across three Midwestern states, we examine (1) whether state and local policymakers ( n = 60) adopted trans-inclusive protections aligned with the 2017 federal Whitaker ruling, (2) the spread and scope of state and local educational policies concerning LGBTQ+ people, and (3) relationships between LGBTQ and critical race theory (CRT) …
“Establishing Policy Is Just Step One of Twenty”
Background/Context: While trans adults in the U.S. and Canada report higher levels of discrimination and harassment than cisgender adults, but the existing literature lacks comprehensive descriptions of trans school workers’ believes about what would improve working conditions, satisfaction, and safety. Purpose: We interrogate systemic forces shaping PK-12 trans educators’ workplace experiences through two research questions: (1) What educational…
School Leaders and Transphobia
Purpose: If PK12 administrators aspire to interrupt bias-based bullying, they need to understand their role in perpetuating structural and social inequality. The purpose of this study was to examine administrators’: 1) awareness of gender-based bullying, 2) initial intentions to address bullying, and 3) actions that interrupted or perpetuated gender-based bullying. Methods: This qualitative study used a purposeful sample U.S. court cases and 36 i…
Scaling Gender and Sexual Diversity Policies in K-12 Schools
As policy debates concerning LGBTQ+ students and staff continue across the American education system, there is not a clear description of the prevalence of local policy protections, even in states with legislative mandates, nor a strong understanding of how to expand reform initiatives. After conducting a document analysis of policies with a statewide, representative sample of districts, this study uses Illinois as a case study to describe severa…
LGBTQ+ Students’ Peer Victimization and Mental Health before and during the Covid-19 Pandemic
Given the well-established health disparities between lesbian, gay, bisexual, transgender, queer, and gender-expansive (LGBTQ+) and cisgender, straight youth, scholars predicted the COVID-19 pandemic would disproportionately impact LGBTQ+ students. Yet, few studies have described changes in LGBTQ+ students' school experiences and well-being during the pandemic. Using survey data from 40,904 middle and high school students, we examined changes fro…
Differences in Trans Employees’ and Students’ School Experiences
Little is known about the professional experiences of trans school workers. This brief describes the demographic characteristics of a non-random sample of 296 trans PK–12 school workers (i.e., teachers, administrators, staff) in the United States and Canada and reports their workplace experiences and the structural and social supports for trans employees compared to trans students. The analysis suggests that although most respondents are satisfie…
A Starting Point
Trans-informed administrative guidance introduces concepts from trans studies to educational leaders, but researchers have relatively ignored these policy implementation tools. This content analysis describes the design of administrative guidance using a representative sample of 112 Illinois districts: the who, what, how, and why of supporting transgender students. The results substantiated evidence of trans-informed guidance that introduced comp…
Diurnal cortisol slopes and mental and physical health outcomes
Differences in Trans Employees’ and Students’ School Experiences
Little is known about the professional experiences of trans school workers. This brief describes the demographic characteristics of a non-random sample of 296 trans PK–12 school workers (i.e., teachers, administrators, staff) in the United States and Canada and reports their workplace experiences and the structural and social supports for trans employees compared to trans students. The analysis suggests that although most respondents are satisfie…
A Starting Point
Trans-informed administrative guidance introduces concepts from trans studies to educational leaders, but researchers have relatively ignored these policy implementation tools. This content analysis describes the design of administrative guidance using a representative sample of 112 Illinois districts: the who, what, how, and why of supporting transgender students. The results substantiated evidence of trans-informed guidance that introduced comp…
An Overlooked Explanation for Increasing Suicidality
Recent data show rising suicidality among high school girls. We posit this increase may be related to an overlooked factor: more girls identifying as LGBQ. Using four cohorts of national Youth Risk Behavior Survey data ( N = 22,562 females, N = 22,130 males), we found that LGBQ identification among females rose from 15% in 2015 to 34% in 2021. LGBQ females consistently reported higher suicidality, although rates remained stable within both LGBQ a…
Sometimes It’s Hard to Do the Right Thing”
PK–12 district-level administrators have been asked to navigate an increasingly complex policy landscape concerning gender-diversity reforms. We apply sensemaking theory to examine administrators’ understanding of legal and policy protections for trans and gender diverse (TGD) students. Using 36 interviews with administrators and policy consultants, we examine whether PK-12 district administrators (a) know about existing legal and policy protecti…
Everything they think they know, they should forget
This article explores how trans school employees redeploy, trouble, challenge, and refuse prevalent discourses about transness and education. Drawing from interviews with 100 school workers in Canada and the United States, we employ Coleman’s (2023) concept of ‘narrative repair’ to consider participants’ responses to an interview question asking what they would like the public to know about their workplace experiences. We show that workers in our…
Diurnal cortisol slopes and mental and physical health outcomes
LGBTQ+ Students’ Peer Victimization and Mental Health before and during the Covid-19 Pandemic
Given the well-established health disparities between lesbian, gay, bisexual, transgender, queer, and gender-expansive (LGBTQ+) and cisgender, straight youth, scholars predicted the COVID-19 pandemic would disproportionately impact LGBTQ+ students. Yet, few studies have described changes in LGBTQ+ students' school experiences and well-being during the pandemic. Using survey data from 40,904 middle and high school students, we examined changes fro…
Differences in Trans Employees’ and Students’ School Experiences
Little is known about the professional experiences of trans school workers. This brief describes the demographic characteristics of a non-random sample of 296 trans PK–12 school workers (i.e., teachers, administrators, staff) in the United States and Canada and reports their workplace experiences and the structural and social supports for trans employees compared to trans students. The analysis suggests that although most respondents are satisfie…
A Starting Point
Trans-informed administrative guidance introduces concepts from trans studies to educational leaders, but researchers have relatively ignored these policy implementation tools. This content analysis describes the design of administrative guidance using a representative sample of 112 Illinois districts: the who, what, how, and why of supporting transgender students. The results substantiated evidence of trans-informed guidance that introduced comp…
Scaling Gender and Sexual Diversity Policies in K-12 Schools
As policy debates concerning LGBTQ+ students and staff continue across the American education system, there is not a clear description of the prevalence of local policy protections, even in states with legislative mandates, nor a strong understanding of how to expand reform initiatives. After conducting a document analysis of policies with a statewide, representative sample of districts, this study uses Illinois as a case study to describe severa…
Union Membership, Retention, and Perceived Safety for PK-12 Trans School Workers of Color
In this study, we use data from a sample of 296 trans PK-12 school workers in the United States and Canada to consider the impact of union membership on an educator population who may be disproportionately harmed by systemic inequalities. Using intersectionality and trans studies as frameworks with a QuantCrit analytical lens, we examined union membership for trans workers of Color across race/ethnicity, country, gender, and years of experience. …
The Disruptive Power of Policy Erasure
Since 2017, hostile anti-LGBTQ+ educational bills rapidly expanded. Using traditional and critical policy analysis across three Midwestern states, we examine (1) whether state and local policymakers ( n = 60) adopted trans-inclusive protections aligned with the 2017 federal Whitaker ruling, (2) the spread and scope of state and local educational policies concerning LGBTQ+ people, and (3) relationships between LGBTQ and critical race theory (CRT) …
“Establishing Policy Is Just Step One of Twenty”
Background/Context: While trans adults in the U.S. and Canada report higher levels of discrimination and harassment than cisgender adults, but the existing literature lacks comprehensive descriptions of trans school workers’ believes about what would improve working conditions, satisfaction, and safety. Purpose: We interrogate systemic forces shaping PK-12 trans educators’ workplace experiences through two research questions: (1) What educational…
School Leaders and Transphobia
Purpose: If PK12 administrators aspire to interrupt bias-based bullying, they need to understand their role in perpetuating structural and social inequality. The purpose of this study was to examine administrators’: 1) awareness of gender-based bullying, 2) initial intentions to address bullying, and 3) actions that interrupted or perpetuated gender-based bullying. Methods: This qualitative study used a purposeful sample U.S. court cases and 36 i…
History on repeat
The recent spate of anti-transgender bills in the USA has created challenges for transgender and gender-diverse students’ health. While actions to promote conservatism over research-based guidance and ethical commitments to students are not new, the pace and vitriol of recent political changes is concerning. Even in states with strong civil rights protections for LGBTQIA+ people, the pace of anti-transgender legislation and policies being propose…
Masking the Health Impacts of Anti-LGBTQ+ Policies by Political Suppression of Data and Informational Erasure
An Overlooked Explanation for Increasing Suicidality
Recent data show rising suicidality among high school girls. We posit this increase may be related to an overlooked factor: more girls identifying as LGBQ. Using four cohorts of national Youth Risk Behavior Survey data ( N = 22,562 females, N = 22,130 males), we found that LGBQ identification among females rose from 15% in 2015 to 34% in 2021. LGBQ females consistently reported higher suicidality, although rates remained stable within both LGBQ a…
Sometimes It’s Hard to Do the Right Thing”
PK–12 district-level administrators have been asked to navigate an increasingly complex policy landscape concerning gender-diversity reforms. We apply sensemaking theory to examine administrators’ understanding of legal and policy protections for trans and gender diverse (TGD) students. Using 36 interviews with administrators and policy consultants, we examine whether PK-12 district administrators (a) know about existing legal and policy protecti…
Everything they think they know, they should forget
This article explores how trans school employees redeploy, trouble, challenge, and refuse prevalent discourses about transness and education. Drawing from interviews with 100 school workers in Canada and the United States, we employ Coleman’s (2023) concept of ‘narrative repair’ to consider participants’ responses to an interview question asking what they would like the public to know about their workplace experiences. We show that workers in our…
Policy Ambiguity, Procedural Erasure, and Discretionary Discrimination
Authoritarian drift has been reshaping educational leadership. In this paper, we examine how mechanisms of authoritarian drift - procedural performance, epistemic injustice, moral panic narratives, and policy ambiguity – narrow administrative discretion and marginalize students, especially transgender and nonbinary students. Using (1) a critical discourse analysis of a state legislative hearing on a “parents’ rights” bill with (2) a conceptual co…
LGBTQ Health, Identity, and Policy (10 obras) · Political science (9 obras) · Psychology (9 obras) · Public relations (6 obras) · Social Psychology (6 obras) · Law (5 obras) · Medicine (5 obras) · Environmental health (4 obras) · Gender Politics and Representation (4 obras) · Public Administration (4 obras)