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Dissertation
Heteronormativity and its effect on school belonging: a narrative inquiry of recent gender and sexuality diverse graduates
Doctor of Education (Ed.D.), Drexel University
Aug 2015
DOI:
https://doi.org/10.17918/etd-6627
Abstract
Gender and sexuality diverse (GSD) high school students in the United States often feel alienated from their classmates due to heteronormative policies, curriculum, and climate, causing them to have higher rates of victimization, suicide and suicide ideation, failure to graduation, absenteeism, and drug use than their classmates. These students often cannot find representation in the curriculum or among the adults who work with them and often feel unsupported by their classmates and teachers. This study sought to determine, through the narratives of five recent GSD graduates, how heteronormativity affects GSD students and what supports can be put in place or strengthened to support GSD students at one central Pennsylvania high school. Through a participatory/advocacy approach, this study gathered the experiences of four GSD graduates of a high school in central Pennsylvania through narrative interviews and focus groups. Through these interviews, the researcher developed an analysis of the school culture from the perspective of GSD students by collecting, identifying, and analyzing heteronormative school policies and interviewing administration to gauge the understanding of GSD student issues and the need for further training and professional development. Through coding, themes of safety, belonging, and self-esteem were identified and analyzed. Recommendations are given to help the school district, building administration, faculty, and Gay-Straight Alliance (GSA) create a greater sense of school belonging for GSD and all students. Student narratives illustrate the struggles that GSD students face, as well as their triumphs in finding a place to belong and gaining a sense of identity and confidence as students and young adults. Participants are further empowered in their ability to effect change in their alma mater. Keywords: social sciences, education, central Pennsylvania, high school, LGBT students, GSD students, queer studies, narrative, Gay-Straight Alliances, professional development, bullying, victimization, school safety, school belonging
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Details
- Title
- Heteronormativity and its effect on school belonging
- Creators
- Elizabeth Marie Gannon-Rittenhouse - DU
- Contributors
- Joyce A. Pittman (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- x, 186 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 6627; 991014632572704721