Global ETD Search

1	Understanding Gender And Sexuality In A Gay/straight Alliance Duesterhaus, Megan L 01 January 2012 (has links) 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 nonconformity Gay/straight alliance sexual minority youth adolescents gay lesbian gender frame analysis social movements Sociology
2	School Climate for Sexual Minority Youth: Reflections by College-Age Adults on K-12 Experiences Drought, Sarah A. 27 August 2015 (has links) No description available. Psychology School Psychology Sexual Minority Youth LGBT School Climate Gay Straight Alliance Bullying
3	Social Justice Advocacy Trends Related to Gay/Straight Alliance Advisors' Experiences in Schools Graybill, Emily 07 May 2011 (has links) 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. Gay/Straight Alliance Lesbian Gay Bisexual and Transgender Youth Social Justice Advocacy Exploratory Factor Analysis Regression Analysis Survey Study
4	The Social and Cultural Conditions for Sexual and Gender Minority (SGM) Students in a Rural Community: A Case Study of Educators’ Perspectives Kelly, Wade B Unknown Date No description available. Queer SGM Sexual Orientation Gender SOGI LGBT GLBT LGBTTQ School K-12 Rural Social Justice Equality Adult Education Feminism Sexual Orientation and Gender Identity Queer Theory Poststructural Feminism Northern Gay Lesbian Trans-identified Homophobia Professional Development Transphobia Heterosexism Heteronormativity Heteronormative GSA QSA Gay Straight Alliance Homosexual Trans Grassroots Social Activism Resilience Education Social and Cultural Conditions Qualitative Focus Groups Case Study Teachers Students Agency Change
5	Taking Up Space: Community Formation Among Non-Urban LGBTQ Youth Bishop, Madison 17 June 2015 (has links) No description available. American Studies Education Education Policy Educational Sociology Gender Gender Studies Sociology Web Studies Womens Studies queer LGBTQ youth studies LGBTQ youth GLSEN anti-bullying Internet community tumblr gay straight alliance LGBTQ allies LGBTQ community formation rural youth exurban Cleveland Oberlin Ohio Queers and Allies Club

1

Page generated in 0.0979 seconds