ABSTRACT
Fully inclusive leadership embraces the ambiguity and uncertainty associated with gender identity justice, providing rich resources for teachers and parents, opening non-judgmental spaces for exploration, and offering unconditional support for students who are questioning. In researching the current context for girls in US K-12 schools, authors report voices of the community, synthesize the literature on what they know about the marginalizing effects of gender on education, and offer a general approach for social justice leaders to create gender-inclusive environments. To lend authenticity to the authors' work on this chapter, they spoke to a variety of community members, including educators (e.g., teachers and administrators) as well as individuals who had no connection to PreK-12 schools.
