Inclusion Takes More Than Intention
- Nina Mauceri
- Sep 7
- 2 min read
This school year, I’m proud to share that I’ll be presenting at two major education conferences—both grounded in my ongoing research and work supporting schools on their journey toward true LGBTQ-inclusion:
🎓 NYSATE/NYCATE Conference (Oct 29–30, Saratoga Springs, NY)
Session: “They’re Trying, But They’re Doing a Really Crappy Job”: Educator Unpreparedness as a Barrier to LGBTQ-Friendly Schools
This presentation explores how even progressive, well-intentioned schools fall short when educators are underprepared to address the lived realities of LGBTQ students. I focus on the disconnect between supportive rhetoric and actual practice—and the institutional structures that allow this gap to persist.
📚 Penn Ethnography Forum (Feb 6–7, Philadelphia, PA)
Session: How Does a School Become LGBTQ-Friendly? It Depends Who You Ask.
This talk draws from my two-year ethnographic study inside an urban charter school that set out to be affirming of LGBTQ students. I unpack how institutional culture, race, class, and religious context shape both the possibilities and the barriers to inclusion.
What I’m seeing across schools—both in my research and my consulting—is this: Intent alone isn’t enough.
Too many schools are stuck in the gap between aspiration and implementation. They care. They want to do the right thing. But without the infrastructure, clarity, or training to back it up, well-meaning efforts often fall flat—or worse, cause harm.
As a consultant and researcher, I partner with schools to move from performative support to sustained, structural inclusion. Here are three common barriers I help schools address:
1. Educator Unpreparedness: Even the most passionate teachers often feel unequipped to talk about gender identity, LGBTQ history, or how to respond to bias-based behavior. I support staff through PD, curriculum coaching, and thought partnership that builds confidence—not just compliance.
2. Lack of Intersectional Frameworks: Inclusion must account for the complex identities students hold—race, class, culture, gender, sexuality, and more. My work ensures DEI is not just a standalone initiative, but something baked into school culture and decision-making.
3. Misaligned Systems: Schools often have reactive discipline systems, siloed student supports, or a misalignment between leadership goals and everyday practices. I work with leaders to redesign systems that affirm, rather than undermine, inclusion.
Ready to move from intention to action? Let’s talk.
As a NYC DOE-approved vendor with experience partnering with multiple NYC schools, I bring both systems-level expertise and on-the-ground experience.
📅 Schedule a free discovery call https://bit.ly/3HJWxnJ
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