Skip to Main Content
 

Global Search Box

 
 
 

ETD Abstract Container

Abstract Header

LGBTQ+ Students in Schools: Challenging Heteronormativity Through Best Practices of Inclusion and Social Support

Hall, Anna Lee
http://orcid.org/0009-0008-2693-2494
http://rave.ohiolink.edu/etdc/view?acc_num=findlay1721295586322936

Abstract Details

2024, Doctor of Education (Ed.D.), University of Findlay, Education.
High school students who identify as lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) are more likely than their non-LGBTQ+ peers to experience victimization, bullying, and are at a high rate for experiencing suicidal thoughts. The purpose of this study is to better understand positive and affirming experiences related to a person’s identity as a member of the LGBTQ+ community while they were in high school. While previous studies have looked at the issue of educator preparedness and best practices from the experience of teachers, this study aims to better understand students’ perceptions of teacher inclusive practices. This paper, grounded in a qualitative approach, utilizes queer theory and the concept of heteronormativity to investigate young adults’ perspectives as they reflect on their high school experience as a person in the LGBTQ+ community. Interviews with seven young adults helped to investigate the positive experiences these young adults had in high school and how their school, and specific educators, helped to facilitate these impactful experiences. Interviews were transcribed, coded, and organized under themes related to inclusive practices, educator traits, best practices, and school climate. Findings point to a need for a multidimensional and woven approach to inclusion that involves formal allyship, visually and verbally inclusive practices, and special attention paid to the burying of dead names for transgender and nonbinary youth. Further implications and topics for future research are discussed.
Diana Garlough (Committee Chair)
Robin Walters-Powell (Committee Member)
Amanda Ochsner (Committee Member)
107 p.
Education
LGBTQ+ students; best practices; heteronormativity; dead names

Recommended Citations

Citations

  • Hall, A. L. (2024). LGBTQ+ Students in Schools: Challenging Heteronormativity Through Best Practices of Inclusion and Social Support [Doctoral dissertation, University of Findlay]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1721295586322936

    APA Style (7th edition)

  • Hall, Anna. LGBTQ+ Students in Schools: Challenging Heteronormativity Through Best Practices of Inclusion and Social Support. 2024. University of Findlay, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=findlay1721295586322936.

    MLA Style (8th edition)

  • Hall, Anna. "LGBTQ+ Students in Schools: Challenging Heteronormativity Through Best Practices of Inclusion and Social Support." Doctoral dissertation, University of Findlay, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1721295586322936

    Chicago Manual of Style (17th edition)

findlay1721295586322936
114
© 2024, some rights reserved.Creative Commons License LGBTQ+ Students in Schools: Challenging Heteronormativity Through Best Practices of Inclusion and Social Support by Anna Lee Hall is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by University of Findlay and OhioLINK.