Duesterhaus, Megan L.
15 May 2012
Gay/Straight Alliances aimed at providing sexual minority youth and their allies with support, social events, and activism and education opportunities have proliferated in high schools in the United States over the past two decades. This study employs a qualitative, grounded theory approach to examine how sexual minority youth and their allies navigate gender, sexuality, and social movement participation. A year and a half of observation and 16 semi-structured individual interviews were conducted with Gay/Straight Alliance members in a high school setting in the southeastern United States. The study reveals that, through the lens of frame analysis, the G/SA is analogous to larger and more organized social movement organizations. The findings also suggest members often struggle and engage with issues surrounding sexuality, including its origins, coming out as a process, and judgments and evaluations surrounding sex and desire. Additionally, the findings address elements of gender conformity and non-conformity. / ID: 031001382; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 162-172). / Ph.D. / Doctorate / Sociology / Sciences / Sociology
07 May 2011
Social justice within education increasingly has been emphasized over the past decade (Kraft, 2007; Oakes et al., 2000; Riester et al., 2002). Little is known about the demographic trends and the advocacy experiences of school-based social justice advocates such as Gay/Straight Alliance (GSA) advisors despite the established importance of teachers engaging in social justice advocacy within schools. Data were collected from a national sample (N = 262) of GSA advisors to further the understanding of the demographic characteristics and the experiences of these social justice advocates and to investigate the relationships between these variables. An ethnographic survey (Schensul, Schensul, & LeCompte, 1999) was utilized for data collection in which the language and experiences reported by GSA advisors (Graybill et al., 2009; Watson et al., 2010) were incorporated. Using an ecological model established in a previous study with GSA advisors (Watson et al., 2010), the individual-, school-, and sociocultural-level characteristics that affect advisors were examined. The results suggested that this sample of GSA advisors was a demographically homogenous group with 67.3% female, 85.7% White, 72.2% who voted Democrat, and 77.1% who were educated at the Master‟s level or higher. Exploratory factor analysis identified two dimensions (i.e., Barriers, Facilitators) by which the advisors appeared to define their experiences when advocating for LGBT youth. Hierarchical regression analyses suggested that at the individual level, experiencing negative personal and professional consequences to advocating and thelevel of self-perceived preparedness to advocate based on prior training contributed to the variability in the advisors‟ experiences with social justice advocacy. At the sociocultural level, advisors in rural schools reported more barriers and fewer facilitators to advocating. Overall, all seven predictors entered, including those at the individual (i.e., experiencing negative personal or professional consequences to advocating, level of self-perceived preparedness to advocate), school (i.e., school resources, school size), and sociocultural levels (i.e., region of the country, community type), accounted for 33.0% (p < .05) of the variance in the Barriers and 10.6% (p < .05) of the variance in the Facilitators to advocating for LGBT youth in schools.
The Social and Cultural Conditions for Sexual and Gender Minority (SGM) Students in a Rural Community: A Case Study of Educators’ PerspectivesKelly, Wade B Unknown Date
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