Milled is a collection of poems centered around the speaker’s maternal grandfather who dedicated his life to hard labor as a crane operator in the American steel industry, which led to his work-related illness and eventual death at the age of sixty. These poems investigate subjects that focus on: the Appalachian landscape, childhood trauma, domestic violence, and substance abuse. Such themes inform the speaker’s understanding of her own identity as a working-class queer woman who struggles to reckon with her troubled past.

Queer-teacher lives aren’t easy! They experience isolation and bifurcation of their lives on a daily basis. How much more difficult must life be for these teachers in the theologically heteronormative context of the Catholic school? Yet, these teachers remain educators in these institutions, sensing goodness in what they are doing and in the future of these schools. Inspired by this interesting reality of tension, this study asks two important questions. First, how do queer teachers understand their identities as constructed in a Catholic school? Secondly, it wants to know what action teachers will take when they have come to an answer about their constructed identities. This dissertation incorporates queer studies, liberation theology, and critical pedagogy into a bricolage theory to fully address the intersectional lives of its participants. With a methodological approach informed by the ethics of culturally responsive research, this participatory action research begins from a moment of dialogical praxis towards the hope of social engagement. Crafted as a retreat in which queer educators share their stories of working in these institutions, this unique research incorporates the participants into the analysis process as essential actors in understanding the meaning of their own lives. The study reveals the perceptions of queer teachers about the ways that schools make meaning of their role in the educational environment as well as how they make meaning of their lives. Three major themes, “doing queer,” “being queer,” and “enforcing queer” show that these teachers are part of a complex reality in which their identities and performances in Catholic schools are dictated by the pull and push of fear enforced x through many channels in the Catholic school. These themes also show that teachers are actively making new meaning about themselves and acting in ways that seek to dismantle oppression in their institutions. The study also reveals a vibrant spirituality which emerges from the daily experience of being queer in a Catholic school. Geared towards social justice, this spirituality invites us to reimagine that work for social justice may mean pushing into oppression through a paschal victimhood which transforms institutions fundamentally from within.

Lesbian intimate partner violence (IPV) is an understudied social and psychological problem in the United States. The purpose of this qualitative, comparative study was to understand any barriers of help-seeking behaviors for victims of lesbian IPV. The literature on lesbian IPV has not included the perspectives of both service provider and support person on why these barriers persist. Normative resource theory and the barriers model informed the study. Interviews were conducted with a sample of 8 providers and 5 support persons. Interviews were then transcribed and coded. The 7 themes that emerged among these 13 participants were an unawareness on how to get help, inability on the part of the victim to recognize abuse, lack of acknowledgement of abuse in the community, inadequate specialized training and policies to work with the lesbian community, no assurance of safety at the shelter, fear of disclosure of sexual orientation, and no confidence with system or service agency. All of these themes were identified as contributing factors that deterred lesbian IPV victims from seeking help. Although the findings are representative of a small sample, these findings can initiate positive social change by informing interventions which can bridge the gap between the lesbian IPV victim and the support services she needs.

A transgender person develops an identity over time and must overcome several obstacles such as stigma, transphobia, discrimination, and sexism, which can be even more difficult for transgender people who choose to come out and transition in a rural area. Grounded in queer theory, social constructivism, and rural identity development theory, the purpose of this qualitative multiple case study was to explore the lived experiences of 4 transgender persons who came out and transitioned in a rural area, and who accessed online communities as a source of information during their identity development. A 4-stage process was used to collect data, including a semistructured interview, artifact analysis, participant observations, and an art project created by the participants. The data were loaded into the NVivo qualitative data analysis software and analyzed using coding, memoing, within-case, and cross-case analysis from the case histories of the participants. The principle findings of the study were that these transgender people living in a rural area used the Internet for both gathering information and connecting to the larger transgender community. Many other significant details provided insight into the lives of these transgender people, such as shopping for clothes, spending time in public, dealing with personal safety, and managing family and friend relationships during their transitions. These findings may inform mental health professionals about the potential identity developmental trajectory of transgender persons living in a rural area; the findings also give a voice to a population that is often hidden in rural areas.

This dissertation traces lesbian portrayals on network television from the 1960s through the 1990s. A focus on episodic dramas and situation comedies reveals a concise representation of the mediated lesbian image. Building on existing research on lesbian, gay, bisexual, and transgender images on television, this work focuses exclusively on the lesbian image broadcast free of charge over the air during prime-time on commercial networks in the United States. Using a postmodern feminist framework, this textual analysis examines the images and texts portraying lesbian characters in episodic dramas and situation comedies. Furthermore, applying a semiotic lens to the analysis dissects the voice and actions of lesbian characters illustrating the ways production techniques and narrative scripting work together to represent a lesbian image on television.

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This thesis performs a textual analysis of two for-profit science fiction texts in which the authors implanted queer content: Bryan Singer's X-Men films and James Robert's Transformers comic series, "More Than Meets the Eye". The argument incorporates queer (referring to attraction and gender variance) media representation and western identity politics lenses into its critique. By interrogating reality through the masquerade of an impossible universe, science fiction affects how subversive a text can be. When authors designate the natural and the unnatural in a strange universe, they designate what and who belongs in our society. Whatever they imagine has an effect on our reality.

With the aim of increasing practitioner competence, this dissertation provides marriage and family therapists and mental health service providers with insight into the experiences of legally married same-sex couples. Specifically, the inquiry's objective was to elicit narratives of strength and agency from these couples who navigated the oppressive circumstances of an anti-gay amendment campaign situated within the debate over the extension of marriage rights to same-sex couples. Fourteen couples were interviewed in order to respond to the dissertation's overriding question: How do the lesbian and gay couples and families who are among those who were legally married in California before the passage of Proposition 8 narrate their experiences of their marriages? Through portraiture (Lawrence-Lightfoot & Davis, 1997), a method of inquiry situated within a postmodern, social constructionist framework, a narrative was produced which evolved through five emergent themes: 1) Our Commitments Have Rich Histories -- the symbolic and legal ways in which these couples commemorated and brought definition to their commitments, in the absence of a nationally-sanctioned and collectively-recognized state of legal marriage; 2) Not a Simple Matter: The Complexities of Language Choice -- their contextual language choices, which reflected the absence of representative and collectively-recognized language options for their relationships after their legal marriages; 3) The Battle Metaphor -- the couples' experiences of California's political debate over the extension of marriage rights to same-sex couples; 4) Support Shaped Lived Experiences -- the impact of support from friends, family, and community; and lastly, 5) Legal Marriage Shaped Individual, Relational, and Social Identities -- individual, relational and social shifts that occurred for the couples through the experience of being legally married. A follow-up focus group further validated the theme Support Shaped Lived Experiences, and examined more deeply the tensions that occurred when important persons were silent about and/or did not recognize the legitimacy of the couples' legal marriages, and/or the discriminatory context in which their legal marriages were situated. In addition to its contribution of the experiences of legally married same-sex couples to the family therapy literature, the dissertation concludes with important implications for affirmative therapeutic practice, research, education, training, advocacy, and social policy.

While there is a “T” in the acronym for Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ), the focus in both academia and the real world often shifts solely to sexuality. Even though the real world discussion of sexuality (and perhaps academia’s as well) is also much lacking in both attention to all sexualities (not simply heterosexual and homosexual), there is also a distinct lack of awareness about subtleties all along both the sexuality and gender spectrums. Although sexuality can depend on gender to some extent, particularly where limiting prefixes related to the preference for a specific binary gender (such as ‘hetero,’ ‘homo,’ or ‘bi’) occur, gender is separate from sexuality and the two cannot be simply conflated. Once gender is separated from sexuality, the issue of teaching LGBTQ topics in the English as a Second Language (ESL) classroom becomes even more complex. Previous research in the field has focused exclusively on sexuality while using the LGBTQ acronym, which serves as a subtle erasure of gender identities that are not explicitly bound within sexual identity. In the ESL classroom, gender should be problematized so that gender identity is moved from the passive acceptance of an assigned set of performative behaviors to a conscientious decision made by an empowered agent. This battles both cisnormativity (the functioning assumption and cultural framework that all people identify with their assigned sex at birth, which in turn leads to ostracism of those who do not operate in gender normative ways) but also allows all ESL students, regardless of gender identity, to look critically at what defines their gender and what factors go into the construction of any particular gender. Considering that many ESL students are coming from gender constructions present in their own cultures, even if those constructions resemble the Western binary, this is an incredibly feasible option given that scholars, such as Ged (2013), have found that gender identity, like all other aspects of identity, must be renegotiated in the language learning process, with results from the first cultural gender identity that are necessarily different by virtue of being constructed in an entirely difficult culture. This thesis examines the Teaching English as a Second Language (TESL) corpus as it relates to non-binary gender identity and sexuality, as well as transgender and nonconforming topics in other disciplines, and suggests several means of opening up and reframing the conversation of gender in the ESL classroom. In addition, a modified replication of Dumas’s (2010) study tool towards measuring educator perceptions in the Language Instruction for Newcomers to Canada (LINC) classroom was used to poll the opinions of four pre-service and thirteen in-service with regards to transgender and nonbinary topics in the American ESL classroom. This thesis concludes that there needs to be more research completed in the area, that teacher perceptions and their role in the classroom should be studied further to recognize what understandings or misunderstandings regarding gender in America are making their way into the ESL classroom.

The research in this dissertation develops a multiperspective theoretical framework, which I describe as queer criticality, to guide the examination of discursive practices, educational policies, and public discourses that undergird heteronormativity and disproportionately impact the personal safety and professional wellbeing of sexual minority and gender variant (SMGV) teachers and students in Canadian K-12 schools. Queer criticality, as a theoretical construct, seeks to bring together and investigate aspects of critical theory, critical pedagogy, poststructuralism, and queer theory. My aim is not to attempt to reconcile these competing theories to produce a grand narrative or proscriptive way of theorizing; rather, I investigate the productive tensions that a notion of queer criticality can prompt for self-reflexive researchers when these theoretical perspectives are placed in dynamic relationship with one another. Accordingly, this collection of interwoven essays examine critically how research has positioned SMGV youth as both victims and, more recently, resilient survivors who experience a daily onslaught of homophobic, transphobic, and heterosexist violence in their schools, classrooms, and communities; it also explores interpretative frameworks and mobilization strategies used to politicize or privatize SMGV identities and concerns through educational policy and practice; and it utilizes empirical research to interrogate the lived effects of these heteronormative discourses and discursive practices on sexual minority teachers working for inclusive educational and social change; and transsexual teachers searching for a valued space and place for recognition of their personal and professional identities in their public schools. Ultimately, through these connected essays, this poststructural assemblage seeks to open up spaces for difference to be exposed and interrogated within K-12 public schools. It also works to help provide discursive materiality to sexual minority and gender variant identities by demonstrating how heteronormalizing discourses impact and shape the lived experiences of all teachers and students in Canadian schools. Ultimately, this research asks whose lives are deemed intelligible and, thus, liveable in our public schools. / Theoretical, Cultural, and International Studies in Education