Master of Arts (MA), Wright State University, 2023, International and Comparative Politics

The politics of LGBTQ+ inclusion has undergone significant transformations worldwide, reflecting evolving societal attitudes, advancements in human rights, and the increasing global recognition of LGBTQ+ rights. However, the politics of LGBTQ+ inclusion in Africa presents a diverse and intricate landscape, characterized by variations in attitudes, legal frameworks, and societal acceptance across the continent. This study explores the complex and evolving dynamics of Anti-LGBTQ+ laws in Africa, with some countries making strides towards LGBTQ+ inclusion by repealing colonial-era legislation, while others have become more repressive. Notably, countries such as Angola, Cape Verde, Lesotho, Mozambique, Sao Tome and Principe, and Seychelles have amended their laws to promote LGBTQ+ tolerance, while Mauritania, Uganda, Nigeria, and Somalia still enforce severe penalties, including the death penalty, for same-sex relationships. Understanding the impact of these laws on development is crucial, particularly in their intersection with foreign aid, migration patterns, and a state's overall image and development trajectory. Through a quantitative analysis using a cross-sectional time series generalized linear model from 2001 to 2020, this study examines the relationship between the adoption of anti-LGBTQ+ laws and foreign aid, as well as migration.

BA, Oberlin College, 2015, Comparative American Studies

This paper provides an overview of the resources that exist for LGBTQ youth in the Cleveland area and uses the Queers and Allies Club at Oberlin High School (Oberlin, OH) as a case study in community formation among teenagers who identify as LGBTQ or as an ally to the LGBTQ community. Each chapter addresses potential sources of support, including schools, national organizations, and the Internet while presenting opportunities for improvement in each realm, demonstrating that while some LGBTQ youth resources exist, they are designed for youth in urban areas, leaving students in non-urban communities without access to community or information.

Doctor of Education, Miami University, 2024, Educational Leadership

How can educational leaders ensure that LGBTQ students feel safe, welcome, and enjoy access to the same educational experiences as their peers amid a volatile political climate? Learning from the lived experiences of educational leaders in Florida, North Carolina, and Texas, we can provide safe and equitable experiences for LGBTQ students. This narrative inquiry study suggests leadership considerations to provide care and equity for LGBTQ students. The study was conducted with interviews as conversations which is a relational research methodology (Clandinin, 2013). Participants were invited based on serving as educational leaders in building or district administrative positions. Relational pedagogy is the theoretical basis of the analysis and informs recommendations to support LGBTQ students. For that reason, Connelly and Clandinin's coding and analytical tools were used to find patterns affirming relational pedagogy and patterns negating relational pedagogy. Findings indicate that educational leaders have managed to keep the wellbeing of students as their focus amid a very difficult situation. There are challenges in being able to support students. There are factors negating relational pedagogy, but there are also factors that affirm relational pedagogy. These positive factors can inform how educational leaders in other states with passed and proposed anti-LGBTQ legislation can ensure that students feel safe, welcome, and enjoy equitable educational experiences.

Master of Arts, The Ohio State University, 2008, Graduate School

Specialist in Education (Ed.S.), University of Dayton, 2024, School Psychology

This thesis investigates the relationship between the presence of Gay-Straight Alliances (GSAs) and school staff attitudes toward and knowledge of LGBTQ+ students and issues. Drawing upon existing literature highlighting the significance of social supports for LGBTQ+ populations in educational settings, this study focuses on the attitudes and knowledge of LGBTQ+ rights and risk factors held by school staff in high schools with and without GSAs. A quantitative survey design was employed, utilizing adapted measures from existing research tools to assess school staff attitudes and knowledge regarding LGBTQ+ student populations. Results revealed no significant differences in knowledge or attitudes between schools with and without GSAs. These findings suggest that while GSAs provide vital support for LGBTQ+ students, additional strategies beyond their presence alone may be necessary to enhance school staff knowledge and attitudes, emphasizing the importance of comprehensive LGBTQ+ inclusivity initiatives within educational settings.

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2024, American Culture Studies

In 2021-2022, once routine school board meetings erupted into intense showdowns because of the presence of what many believed to be Critical Race Theory within the school curriculum, Comprehensive Sex Education, disagreement over gender identity, and the nature of parents' rights. There were shouting matches and accusations that schools, board members, and parents were racists, hated America and members of the LGBTQ community, were trafficking in communism, and were harming children. Commenters made fiery pledges to remove board members, and board members received hate mail including death threats. This research project interrogates parents', guardians', and concerned community members' publicly expressed beliefs and anxieties about Critical Race Theory (CRT), gender identity, and Comprehensive Sex Education (CSE), at 10 geographically diverse K-12 public school board meetings in the U.S. available online in 2021-2022. It considers what their comments at the board meetings reveal about their understanding of the world, of America, American identity, and of their own values, hopes, and fears. The methodology used in the project is anthropological. There is close textual analysis to better ascertain the content, context, and meanings of the discourse formations and cultural codes. These are the primary sources analyzed: comments at the school board meetings, written and televised speeches, personal letters, newspapers, op-eds, slogans, protest signs, campaign commercials, websites, and social media. In addition, historical and archival research trace the genealogy of these discourse formations within American culture among the secular and white evangelical Religious Right. The anti-CRT commenters and those who hold to traditional gender ideologies want to maintain a particular culture, an ordering of the world, including ideology and theology that is rooted in hierarchy, exclusion, and particular gender norms heavily influenced by the Southern way of life. (open full item for complete abstract)

Doctor of Philosophy, Miami University, 2020, Educational Leadership

Pinar (1975) wrote that part of the obligation of currere is to speak from where one lives, making clear this biographic basis (p. 5). In this study, I employ the currere method of critical reflection to better understand my educational and institutional journey as a founding director of an LGBTQ office on a public university in the Southeast operating under an inclusive excellence model. Through currere, I explore educational experiences as a founding director as part of this narrative, my journey through the narrative, and, ultimately, the study of one institution's process in creating and developing an LGBTQ office. Through a series of vignettes, I use currere to better understand my curricular journey of working with an inclusive excellence model to integrate LGBTQ inclusion throughout an institution. This study details my experiences as a founding LGBTQ director through a conscientious engagement with each of the four steps of currere. I use currere to return to the past in order to take note of the decisions that were made, the frameworks that were used, and the various data sources representing conversations, moments, and challenges that occurred over a seven-year period of building an LGBTQ office. Through currere vignettes, I explore culture, education, and policy change through pop up drag shows, an LGBTQ-themed study abroad program, nationally branded food concepts, and driving policy change through programming.

Master of Arts (MA), Ohio University, 2020, Communication and Development Studies (International Studies)

This research aims to expand knowledge on the experiences of lesbian, bisexual, trans, queer(LBTQ) women and gender non-conforming (GNC) people with intimate partner violence (IPV) in the understudied Global South, with a focus on individuals in Jamaica. The study examines the perceptions which LBTQ people hold toward IPV, unique factors which contribute to IPV within their relationships, and barriers to help-seeking which LBTQ people face when seeking support services in Jamaica. A qualitative methodological approach was used, and data collected through 13 semi-structured interviews were thematically analysed. Findings indicate that three factors impact LBTQ women and GNC people's perceptions of, and experiences with IPV. These factors are 1) negative public perceptions of LBTQ and GNC people, 2) the adoption of heteronormativity by LBTQ and GNC people, and 3) LBTQ and GNC people's experiences with Jamaican mental health services. These findings were used to make recommendations for the development of evidence-based, IPV prevention and intervention programmes for LBTQ and GNC communities in Jamaica, and the wider Caribbean.

Doctor of Philosophy, The Ohio State University, 2017, Educational Studies

Traditional models of professional socialization have largely overlooked or sidelined the role that personal LGBTQ identity plays in the development of professional identity. Additionally, there has been limited research on the impact of LGBTQ identity based professional roles on personal LGBTQ identity. The purpose of this research was to investigate the narratives of identity for LGBTQ people who engaged in LGBTQ professional work in higher education settings. In particular, I was interested in understanding their professional development trajectories, their personal identity developments, the entanglement of their personal and professional identities, and descriptions of work. Using narrative inquiry methodology, data was collected through semi-structured, in-depth interviews with a diverse sample of twelve LGBTQ professionals spread across the United States who also identified as members of the LGBTQ communities. Narratives were analyzed using a categorical-content approach. Results were examined through the theoretical lenses of professional socialization and career construction theory, the development of LGBTQ identity across the lifespan, and considerations of intersectional, intersecting, and intrasecting identities. The results of this study created a cohesive narrative of LGBTQ professional work on college campuses. This included a clearly defined role that was focused on advocacy, education, and community building for LGBTQ students. The collective story also contained the necessary awareness of an attentiveness to climate as it related to LGBTQ students and performing work that was campus and context specific. In addition to the descriptions related to scope of role and the climate in which these role duties were performed, LGBTQ professionals were driven to help LGBTQ students and community members on their campuses because of their personal experiences with LGBTQ identity and because of their desire to help other LGBTQ students feel supported, ca (open full item for complete abstract)

Master of Arts, The Ohio State University, 2005, Graduate School

Master of Arts, The Ohio State University, 2007, Graduate School

Master of Arts, The Ohio State University, 2008, Graduate School

Master of Arts, The Ohio State University, 2008, Graduate School

Doctor of Philosophy in Urban Education, Cleveland State University, 2024, Levin College of Public Affairs and Education

This study examined the applicability of the minority strengths model (Perrin et al., 2020) with the addition of the variable of family acceptance. It was hypothesized that the direct and indirect relationships established in the minority strengths model would also be found in the current study. The established relationships included that community consciousness and social support were correlated with one another and directly and indirectly predictive of positive mental and physical health through identity pride, self-esteem, and resilience (Perrin et al., 2020). Additionally, it was hypothesized that family acceptance would be correlated with community consciousness and social support. It was also hypothesized that family acceptance would be directly and indirectly predictive of positive mental and physical health through identity pride, self-esteem, and resilience. Data was collected in Qualtrics from 603 sexual minority individuals via Facebook and Instagram. I encountered problems with data analysis because the Cronbach's alphas were inadequate for five out of the eight measured variables. I was able to examine the variables of social support, family acceptance, and mental health outcomes. Results indicated that social support and family acceptance were predictive of better mental health outcomes. Results also indicated that older participants reported better mental health outcomes. Future research should examine the applicability of the minority strengths model (Perrin et al., 2020) to sexual minority populations of various age groups and other identities.

Master of Fine Arts, Miami University, 2024, English: Creative Writing

Debridement is a collection of poems about subjects including the modern gay male experience and the ways difficult and even traumatic events can become negotiated parts of the self. The collection focuses on the dissolution of a marriage between a man and woman, male intimacy, queer fatherhood, violence and navigating grief. By employing narrative, particularly fable, beside lyric forms, and through the use of images related to mycological phenomenon, the collection asks the reader to consider how shame and feelings of worthlessness might be transformed into self-validation and understanding. The poems encourage the reader to view life as involving calculated risk and liminality, to step foot into a world where arrival is an illusion and becoming is a constant.

Doctor of Education (Ed.D.), University of Findlay, 2024, 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.

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2024, Psychology/Clinical

Since the addition of Compulsive Sexual Behavior Disorder (CSBD) in the ICD-11, there is a need for more rigorous evaluation of this diagnosis. This dissertation aimed to 1) better understand the presentation of compulsive sexual behavior (CSB) across various sexual orientations and genders and 2) address gaps in the existing literature through the exploration of CSB in sexual minority women and gender minorities. Through two studies—one with a large, nationally representative sample (N = 2,806) and another with a sample of sexual minority women and gender minorities (N = 463)—I examined the prevalence, severity, symptom presentation, and psychosocial predictors of CSB. Across studies, results demonstrated higher prevalence rates of perceived CSB than clinically elevated CSBD. Women consistently reported lower prevalence, severity, and symptom levels compared to men, and more nuanced gender differences were identified. Perceived problematic sexual behaviors were consistent across groups, with masturbation, pornography use, and sex with a partner reported most often. Gender and sexual orientation differences were more pronounced in the nationally representative sample. Results demonstrated preliminary support for increased CSB risk among sexual and gender minorities, although asexual individuals were the exception. Study 2 was the first to demonstrate support for the minority stress model of CSBD among sexual minority women and gender minorities. Discrimination, sexual shame, internalized homophobia/transphobia, and outness to religion were directly correlated with higher levels of CSBD. For cisgender, sexual minority women, discrimination and sexual shame predicted more severe CSBD. For gender minorities, higher levels of discrimination, sexual shame, and outness were associated with higher CSBD, while lower childhood gender nonconformity was related to higher CSBD. Taken together, gender and sexual orientation differences in CSB and minority further demonstrate tha (open full item for complete abstract)

Master of Arts (MA), Ohio University, 2024, Geography (Arts and Sciences)

This research aims to expand knowledge on lesbian spaces and how they contribute to a sense of belonging/community in the Cincinnati tri-state area. This research focuses on the experiences of lesbians interviewed using qualitative methods. Eight lesbians were interviewed using semi-structured interviews and then were thematically analyzed. The information collected focuses on lesbian spaces in relation to a sense of community for lesbian women. Additionally, exploration of challenges and area of concerns were also noted. The research investigates lesbian spaces in Cincinnati, while also emphasizing the importance of non-judgmental environments where lesbian women can express themselves. It shows the importance of community for lesbians and highlights the gaps in the city's offerings, including age diversity, alcohol free options, and also intentional spaces made with women's needs in mind. Overall, the study highlights the challenges for lesbians in Cincinnati to find social venues that cater to their diverse preferences.

Doctor of Philosophy, The Ohio State University, 2024, Educational Studies

The purpose of this study was to analyze the role of intersectional oppression in the social-emotional development of Black LGBTQ+ youth. Three research questions guided this study: (1) How does the intersection of race and sexuality/gender expression play a role in social-emotional development components for Black LGBTQ+ youth?; (2) How do Black LGBTQ+ individuals discuss their schooling experiences as influential to their identity development?; and (3) What supports do Black LGBTQ+ youth need in school settings to promote positive social-emotional development? To answer these questions, this study utilized narrative inquiry as its methodology (Josselson & Hammack, 2021), and was further guided by the tenets of Intersectionality as theory (Collins, 1990; Duran et al., 2020). Four participants, who identified both as Black and a member of the LGBTQ+ community and was also currently enrolled in a graduate program related to education or psychology, took part in this study. By engaging in storytelling, participants shared their perceptions of their social-emotional development as a child. Findings show that Black LGBTQ+ youth display a varied presence of social emotional skills that are influenced by the marginalization they have faced due to their race and sexuality/gender expression. Themes found in data analysis reflect skills related to core social-emotional competencies: self-awareness, self- management, social awareness, relationship skills, and responsible decision making. Participants discussed tools and supports necessary for positive social-emotional development for marginalized youth. Implications for research and for practice are discussed.

Master of Science, The Ohio State University, 2024, Psychology

Experiencing prejudice is a reality faced by members of stigmatized groups in their daily lives; thus, researchers have long been interested in what this experience entails. Prejudice can serve a self-protective role allowing members of stigmatized groups to protect their self-esteem by attributing negative feedback to prejudice. Prejudice can also be detrimental, as the threat of being evaluated according to negative stereotypes about one's group can be threatening for members of stigmatized groups. The current research aimed to examine attributions to prejudice as a potential mechanism which may cause prejudice to be simultaneously protective of one's self-esteem and a threatening experience. Across three studies we examined the relation between attributions to prejudice and both threat and self-esteem. We predicted that attributions to prejudice would lead to increased social identity threat, and that these same attributions to prejudice would be protective of self-esteem. We found consistent evidence for the former prediction in all three studies, and consistent evidence for the latter prediction in Studies 2 and 3. Furthermore, in Study 3 we identified a negative consequence of attributions to prejudice leading to increased social identity threat – social withdrawal. The evidence suggests that while attributions to prejudice can serve a protective role for self-esteem, they have the parallel cost of increasing threat.