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Napoleon Iii and the Annexation of Savoy THE IMPLEMENTATION PUZZLE: THE FAIR EDUCATION ACT (SB 48) IN CALIFORNIA HIGH SCHOOLS Sylvia L. Escobar B.A., San Francisco State University, 1994 M.S., California State University, East Bay, 2002 DISSERTATION Submitted in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION in EDUCATIONAL LEADERSHIP at CALIFORNIA STATE UNIVERSITY, SACRAMENTO SPRING 2015 Copyright © 2015 Sylvia L. Escobar All rights reserved ii THE IMPLEMENTATION PUZZLE: THE FAIR EDUCATION ACT (SB 48) IN CALIFORNIA HIGH SCHOOLS A Dissertation by Sylvia L. Escobar Approved by Dissertation Committee: _________________________________ Lisa C. Romero, Ph.D., chair _________________________________ Frank R. Lilly, Ph.D. _________________________________ Rose Borunda, Ed.D. SPRING 2015 iii THE IMPLEMENTATION PUZZLE: THE FAIR EDUCATION ACT (SB 48) IN CALIFORNIA HIGH SCHOOLS Student: Sylvia L. Escobar I certify that this student has met the requirements for format contained in the University format manual, and that this dissertation is suitable for shelving in the library and credit is to be awarded for the dissertation. _______________________________, Graduate Coordinator____________________ Caroline Sotello Viernes Turner, Ph.D Date iv DEDICATION Vignettes are included throughout this dissertation for two reasons. The first is to act as a reminder to this researcher and the reader of the intention and importance of policies such as The FAIR Act. The stories woven throughout this study are the stories of LGBT youth who are no longer with us because they felt unloved and unimportant in our society at large and our schools, in particular. These are the stories that inspire policy makers, such as Mark Leno, to work hard at crafting legislation that later becomes law. The second reason involves my own personal bias in choosing this topic and pursuing this degree. As an elementary teacher many years ago, my diverse school tried to implement an LGBT curriculum. A small, but vocal minority of parents protested vehemently, complete with fliers and protest signs. As a staff, we were over 20% LGBT, myself included, and we eventually backed down and did not move forward with implementation. Many years later, while I was busy with my life, I heard through the grapevine, that one of our former students had killed himself. His name was Nathan, and I remember him well. He was quirky, off-putting and different. He spent most of his day ‘assisting’ the principal because he had no friends and most of the kids teased him or ignored him. I have no way of knowing if he was LGBT; at such a young age it’s impossible to know. What is clear is that he was different; we had a chance to include a whole sector of the population that was ‘different,’ and we failed. If SB 48 had been in place, it might have given us cover for moving forward with implementation. It was during this time that I made the decision to go back into Education and pursue a leadership role. I realized if I wanted my voice to be heard, then I would have to re-enter v the field. The pursuit of this degree and the writing of this dissertation has been life changing in many ways. The most profound change has been the way in which I see the issues of my time. No longer are they issues that I can do nothing about. It is now possible to do something. Maybe it was always possible. Regardless, this dissertation and the study of the implementation of The FAIR Education Act is in some way, a small act of contrition. For all the Ronins, Gwens, Matthews, Seths, Larrys and Nathans that are still out there trying to forge an identity, if we as educators can show them a mirror that reflects their unique beauty, then this will have been a journey well worth taking. This work is dedicated to all of you, so that your lives will have inspired us all to become better teachers, leaders, parents and humans. vi ACKNOWLEDGEMENTS It’s always hard to know where to begin, as so many people are instrumental in supporting a work of this nature. I will begin with my friends and family, who have noticed my absence these past three years, yet have never questioned or tried to stand in my way. My sister, Lydia, who is my hero for reasons she may not even understand. My brother Matt, who was my inspiration for pursuing the field of education all those many years ago. And especially the kids Romeo and Sofia, for whom this must have all been a big question mark. Maybe one day they will better understand why we adults always seem to be so busy; why we always feel like there’s so much to do in order to do what we can to try and make a difference. And to Kasey, the best of friends who stepped up and did so many of the things I ‘for some reason’ no longer had time to do. Thanks for all the dog walking, lawn mowing, cooking, cleaning and making me laugh when you asked for the 100th time, “Aren’t you done with that thing yet?” Cohort 6, who have been a second family to me. Each cohort is as unique and as special as the individuals who comprise it and we are no different. All of us coming from so many different backgrounds and interests, yet all on the same path for a very short three years. It has been an amazing experience getting to know each and every one of you. I love you all for what you have brought to my life. I would not have been able to do this without you. So thank you, thank you, thank you! Of course, my committee who was, without doubt, the best one ever! Dr. Romero, there are no words that can express the depth of gratitude I feel for how you have helped me grow academically over the past few years. You have been a mentor vii who is truly deserving of the word ‘trusted’ and there is no doubt that from the trusting mentorship that you have provided, my academic outcome has been improved (Romero, 2015). Thank you. Dr. Lilly, you have provided me with friendship, encouragement, insight and so importantly, laughter. The questions you posed were global, thought provoking and so important to the direction of this work. Yes, what about the other 61% indeed? I cannot thank you enough for what you have brought to this team. If I joke with you that you have ‘missed your calling’ as a performer, I am truly joking. There could be no better place for you than right here, leading the way towards a more just educational system through your leadership, quick and facile insights and most importantly, your genuine heartfelt encouragement. For all you have meant to me these past three years and all you have done to support me, I thank you. Dr. Borunda, your insight and courage for this topic has been inspiring. You are truly the definition of an Ally. The feedback and direction that you provided (and at awe inspiring speed!) was so appreciated. It will always be a challenge to interrupt the heteronormativity that exists in our society. Even as we don’t exactly understand it, we must still confront it where it exists. So thank you for your encouragement and support for this work. We all share the same heart, no matter the color (Borunda, 2013). And of course, I would not be writing this without the love and support of my life partner, Sue. She was the original inspiration for traveling this academic path. Without her help and support and all those late night edits, I could never have completed this viii journey. So, thank you Sue. Your love for learning and dedication to your students has inspired me to want to follow this path. Thank you for sharing this journey with me. And lastly I would like to acknowledge my parents, who have both supported me in their own ways on this journey from childhood to adulthood and now to mega adulthood. My mother continues to inspire me with her undaunting courage in the face of a life that has not been easy. She laughs with me at the ridiculousness of it all. She has taught me what it means to be strong and loving and kind. For my father who is no longer with us. His support for my life and my dreams was unflagging. He was a man of very few words but he showed his love through his ever present presence in our lives. He is so missed and this will be the first important event in my life that he will miss. He once told me, “You are earmarked for success.” These few simple words of acknowledgement are words that I replay over and over again when I feel like I can’t go on or write one more word. And then I do. We all need that. Someone who can just see us. So, thank you Dad. I hope you know that I continue to try and make you proud. ix CURRICULUM VITAE Education B.A. Music, San Francisco State University, 1994 M.S., Education, California State University, East Bay, 2002 Professional Employment Adjunct Professor Child Development, California State University, Sacramento Fields of Study K-12 curriculum inclusion, LGBT populations in K-12 systems, transitional and pre-k accessibility, critical pedagogy, action research, teaching methods and child development x Abstract of THE IMPLEMENTATION PUZZLE: THE FAIR EDUCATION ACT (SB 48) IN CALIFORNIA HIGH SCHOOLS by Sylvia L. Escobar Preceded by the many suicides in the LGBT youth community, along with alarming trends in assault and bullying of this population, The FAIR Education Act was passed into law in 2012.
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