Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 2003. / Title from electronic submission form. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Massachusetts Amherst, 2010. / Includes bibliographical references (p. 381-398).

Thesis (M.A.)--Bowling Green State University, 2007. / Document formatted into pages; contains viii, 49 p. Includes bibliographical references.

Thesis (Ph. D.)--Virginia Commonwealth University, 2006. / Prepared for: Center for Public Policy. Bibliography: leaves 145-171. Also available online via the Internet.

This qualitative practitioner research study examined a ninth-grade young adult (YA) queer book club curriculum and culturally relevant pedagogy. Students read two out of nine queer-themed YA novels paired with a collection of nonfiction and media on topics that ranged from rethinking gender norms in society to historical issues that impact people with intersectional queer identities. The author collaboratively designed, planned, and taught the 6-week unit at the center of the study, Disrupting Dominant Narratives and Queer Book Clubs, using a critical queer pedagogy framework. The findings illuminated the ways in which pedagogy that nurtures and prizes student voice, critical reading, discussion, and humanizing classroom discourse work to situate students as empathic critical readers and writers of the world. The findings suggest that analyzing queer- themed literature moves students to build empathy, disrupts oppression, and humanizes people of all identities, thus empowering youth as producers and consumers of knowledge that facilitates their growth and supports queer and questioning youth. In addition, students found common experiences as teenagers with the queer characters across the novels, therby affirming the decision to use exclusively YA fiction for the book club and serving to aid in disrupting dominant discourses about queer youth. The study concludes with a suggestion for seven implications for practice and a call for further research that aims to advance culturally relevant queer pedagogy.

Lesbian, Gay, and Bisexual youth are at increased risk for the use of substances (Moon, Fornili & O’Briant, 2007; Remafedi, 1987), including cigarettes, alcohol, marijuana, cocaine, and ecstasy (Bontempo & D’Augelli, 2002; Corliss, Rosario, Wypij, Wylie, Frazier & Austin, 2010). Currently, no interventions exist designed to meet the needs of LGB adolescents (NREPP, 2011), and little theory exists to explain substance use by LG adolescents. To begin the process of developing tailored interventions, this three-study dissertation sought to: (1) explore the perspectives of LGB youth, and identify their perspectives on unique prevention development, (2) systematically review the empirical literature on culturally based risk factors in LGB youth and to identify most relevant salient themes for testing, and (3) explore the relationship between identified minority related stressors and substance use patterns in a large sample of LGB youth. Findings indicate that LGB adolescents have unique cultural experiences not captured in current prevention programming. Additionally, five constructs from minority stress are described, and their relationship to marijuana use is explained. Future research should focus on the development of better measurement instruments for minority stress in LGB adolescents and the exploration of its impact on behavioral health outcomes. / text

Thesis (M.A. in human development)--Washington State University, May 2008. / Includes bibliographical references (p. 58-63).

Thesis (Ph.D.)--Kent State University, 2009. / Title from PDF t.p. (viewed Apr. 22, 2010). Advisor: Douglas Delahanty. Keywords: LGB youth; trauma; PTSD; depression; self-criticism; internalized homophobia. Includes bibliographical references (p. 60-77).

The purpose of this study was to understand the levels of competence that master's level social work students have in regard to the issues of lesbian, gay, bisexual and transgender foster youth.

Sexual minority youth (i.e., youth who identify as lesbian, gay, bisexual, queer, or who report same-sex attractions) disproportionally experience negative mental health and academic outcomes. Yet, few studies have examined positive youth development for this population. The goal of these three manuscripts is to add new information about positive developmental contexts for sexual minority youth in order to generate ideas for intervention and prevention. More specifically, the focus of these three manuscripts is on school-based extracurricular activity involvement of sexual minority youth.Manuscript one presents results from the National Longitudinal Study of Adolescent Health that compare sexual minority and heterosexual youth involvement in school-based extracurricular activities. Results documented that sexual minority youth are involved in school-based extracurricular activities at the same frequency as their heterosexual peers. For all youth, there was a small, but positive association between extracurricular activity involvement and school connectedness. School connectedness was associated with better mental health (i.e., higher self-esteem and lower depression), and these associations were stronger for sexual minority youth.Manuscript two presents results from the Preventing School Harassment Study that examine lesbian, gay, bisexual, and queer (LGBQ) youth involvement in Gay-Straight Alliances (GSAs). GSAs are extracurricular clubs that are tailored to the needs of LGBQ youth. This study examined the concurrent associations among GSA presence, GSA membership, and participation in GSA-related social justice activities, with victimization based on sexual orientation and school-based and civic outcomes. GSA presence and participation in GSA-related social justice activities were positively associated with school belongingness and grade-point average (GPA), and GSA membership was associated with greater school belongingness. Results suggested, however, that the positive benefits of GSA presence and social justice involvement dissipate at high levels of school victimization.Manuscript three extends findings from manuscript two by examining the associations among GSA presence, GSA membership, perceived GSA effectiveness, and young adult well-being. The study utilized the Family Acceptance Project and found that the presence of a GSA, membership in a GSA, and GSA effectiveness differentially predicted LGBT young adult well-being. In some cases, these three facets of GSAs buffered the negative effect of LGBT-specific school victimization.