Abstract
The U.S. secondary school environment often is hostile and exclusionary toward LGBTQ students. Queer theoretical perspectives have served as the conceptual foundation for a phenomenographic study exploring seven high school administrators' perceptions of their experiences with Gay-Straight Alliances. The study results support prior research that although Gay-Straight Alliances facilitate a reduction in discrimination and victimization against the lesbian, gay, bisexual, transgender, and queer student population, these clubs have achieved limited transformative power to challenge and change existing school practices and antigay attitudes that foster intolerance and marginalization of students not conforming to the heteronormative ideal.