Browsing by Subject "LGBTQ"
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Item CYFC Monthly, March 2015(Children, Youth & Family Consortium, 2015-12) Children, Youth & Family Consortium; Fisher, Colleen; Renner, Lynette MItem Development of an Inclusive Measure of Gender-Based Public Harassment(2024) Huber, KaylaGender-based public harassment (GBPH) encompasses a wide variety of behaviors that are enacted by strangers in public places and are likely motivated by targets’ perceived gender, sexual orientation, and/or gender expression. Such behaviors range from whistles, stares, and appearance-related comments to touching, following, and genital exposure. Measures currently used to assess GBPH are limited, as they disproportionately reflect the forms of harassment experienced by straight White cisgender women (mirroring early conceptualizations of the construct as an exclusively man-to-woman phenomenon). The limited scope of current measures is significant, given evidence that rates of GBPH are higher among those who are transgender/nonbinary (TNB), gender nonconforming (GNC), queer, and/or people of color (POC). Thus, the purpose of this study was to develop a measure of GBPH that was inclusive of the harassment experiences of those who are TNB/GNC, queer, and/or POC and to assess the reliability and validity of scores on the measure within large, diverse samples of US adults. Analyses of data from a scoping review process as well as five samples of participants (N = 1,511 total) produced a 31-item, two-factor measure—the Gender-Based Public Harassment Checklist (GBPH-C)—that assessed both sexist and cisheterosexist forms of harassment. Scores on the full GBPH-C (Kuder-Richardson Formula 20 [KR] = .93) as well as its two subscales (KRs = .86, .92) exhibited a high degree of internal consistency. Temporal response consistency was high at the item level, with an average of 85.0% of participants providing a consistent response to each item of the GBPH-C one week later. Additionally, evidence was found for the GBPH-C’s content, construct, and criterion validity, as indicated by favorable ratings from expert judges and members of the target population, differential item endorsement across particular demographic groups, and correlations of hypothesized strength between scores on the GBPH-C and scores on measures of relevant constructs (i.e., personality, nonspecific psychological distress, hypervigilance, and stranger harassment). Using the GBPH-C, the lifetime prevalence of GBPH was alarmingly high overall (87.5%) and rates were elevated among marginalized groups. Potential uses of the GBPH-C are discussed, including clinical assessment of minority stress and estimation of the prevalence/incidence of GBPH at the national level.Item Essential Voices: The Lived Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Individuals in a Rural Midwestern School(2020-12) Abrahamson, HeatherHomophobia, transphobia, and heteronormativity are prevalent and damaging forces in the world. Employing a thematic topic analysis of available research on these structures, I argue that empirical research, especially in rural areas, has been neglected and is incomplete. Drawing from interview data with ten lesbian, gay, bisexual, transgender, and queer (LGBTQ) students, five teachers, and three administrators, this work seeks to contribute to the much-needed research surrounding homophobia, transphobia, and heteronormativity in one rural school. This dissertation also employs a composite narrative methodology (Willis, 2019), which details the lived experiences in narratives of Jamie, Charlie, and Justice. It also employs space, spatial justice, feminism, and antivillainification as theories for analysis.Item Experiences Of Transgender People Filling Prescriptions In Community Pharmacies(2020-02) Bortz, RyanLiterature and research surrounding transgender people and healthcare is scant. In particular, there is very little information regarding the intersection of transgender people, pharmacy services, pharmacies, and pharmacists. The objective of this study was to describe the experiences of transgender people filling prescriptions in community pharmacies. Semi-structured interviews were conducted with eleven self-identifying transgender people. Participants were asked to describe their experiences filling prescriptions at their pharmacies. One theme identified was a struggle with obtaining the correct needles and/or syringes for participants using injectable hormones. Moreover, based on the professional experience of the author, systemic issues related to pharmacy software introduce difficulty and multiple opportunities for error when processing prescriptions for needles and syringes. A multi-pronged approach of addressing educational needs as well as streamlining the prescription fulfillment process within pharmacy software systems should be used in order to more fully prevent these errors in the future.Item Finding Purpose: Identifying Factors that Motivate Lesbian, Gay, Bisexual, and Transgender College Student Engagement at a Two-Year Institution(2016-08) Anderson, JeffreyIn recent decades, the lives of gay Americans have been pushed to the center stage of political and cultural debate. Bearing the brunt of much of this discourse are high school and college-aged LGBT youth. In spite of, and perhaps in response to, the attacks they often experience, LGBT college students are investing energy in campus activities such as queer student groups and organizations. This study sought to identify, through both qualitative and quantitative methods, the factors that motivate students at a two-year community college to become involved in a campus LGBT student organization. An anonymous survey was completed by 31 students with varying levels of involvement with the student organization. Five dominant themes, Community, Identity, Safety, Education, and Civic Engagement, were identified as motivators for ten students that participated in interviewed for the study. In addition, faculty and staff were interviewed with the goal of deciphering how closely administrative views of campus climate matched those of student study participants, with discussion framed by the five motivation themes. The results of this study provide a glimpse into the lives of queer students at a two-year institution, a population that is vastly under-represented in existing empirical literature. Queer development theories and literature that explores topics such as college student engagement, cultural diversity, and campus climate are applied to the study results. The findings’ implications for higher education professionals are presented, along with recommendations for researchers who seek a greater understanding of queer students at two-year institutions and what motivates them to be involved in campus activities that are tied to their orientation and identity.Item LGBTQ inclusion in Educator preparation: getting ready for gender and sexual diversity in secondary school settings(2014-10) Hoelscher, Mary HelenWhile many lesbian, gay, bisexual, transgender, and queer (LGBTQ) students are able to resiliently navigate their public school education many others experience harsh school climates and negative health and educational outcomes. Harassment and bullying of LGBTQ students in school environments have been linked to numerous negative psychological and academic outcomes for students diverse in sexual orientation and/or gender identity. Preparing teacher candidates (TCs) to respond effectively to harassment and bullying of students and to create inclusive curriculum has been recommended to improve outcomes for students. Yet the development of these teaching practices has not been pursued broadly in educator preparation programs (EPPs) or specifically in science EPPs (SEPPs). This dissertation broadens the notion of diversity traditionally attended to in EPPs through three studies. The first study is a holistic single-case study of an LGBTQ-inclusive EPP. It focused on the following three research questions: What were the contextual features that surrounded the LGBTQ-inclusive EPP? What were the specific elements of LGBTQ inclusion in the EPP? And, what were the strengths and weaknesses of the LGBTQ-inclusive EPP? This study drew primarily from data collected from interviews with faculty and administrators in a large post-baccalaureate 5th year preparation for licensure program. Document analysis was used to triangulate and expand upon the data collected during the interviews. A framework for analyzing LGBTQ inclusion across the components of an EPP was developed as part of this study. This study has direct implications for the particular EPP, but also clarifies research needs around LGBTQ inclusion in secondary EPPs. While little has research exists about LGBTQ inclusion in EPPs, far less has been attempted and understood in the discipline of secondary life science. The second study thus narrows its focus from the particulars of LGBTQ inclusion in an EPP to the possibilities for LGBTQ inclusion in life science educator preparation. This study, thus, is theoretical as it sets about exploring possibilities for LGBTQ inclusion across life science education curriculum by drawing from the literature about the needs of LGBT and questioning students, the small amount of scholarly work related to science teacher education, and other scholarly work that relates to preparing teachers for gender and sexual diversity in secondary settings. The second study explored possibilities for LGBTQ inclusion in science teacher education. The third study, a holistic multiple-case study, explored science teacher candidates' adoption of LGBTQ inclusion in their praxis during a science EPP (SEPP). The research questions guiding this study were: what were science TCs' commitments to LGBTQ-inclusive praxis? What were science TCs' enactments of LGBTQ-inclusive praxis? And, what supports and barriers influenced TCs' commitment to and enactment of LGBTQ-inclusive praxis during the SEPP? Understanding these commitments, enactments, and the supports and barriers to them will benefit the particular SEPP and contribute to greater understanding of the capacities and needs of science TCs as they are challenged to fully welcome and educate the diversity of learners who enter their classrooms. The set of studies concludes with a discussion of implications for EPPs and future research that may lead to the realization of a vision of classroom practices that are inclusive of LGBTQ students for the benefit of schools and communities.Item LGBTQ Secondary Mathematics Educators: Their Identities and Their Classrooms(2018-06) Whipple, KyleThis qualitative research study is an investigation of mathematics teacher identity with gay and lesbian identity in two high school mathematics teachers. I use the conceptual framework of queer theory in order to demonstrate a deconstruction of the binaries and heteronormativity often associated with mathematics. This research is a case study that will contribute to the understanding of gay and lesbian high school mathematics teachers with a focus on their identities and their classrooms.Item A Phenomenological Exploration of the Lived Experiences of Gay Male Baby Boomers in Couples and Relationship Education(2019-07) Behr, AshleyFor couples, the intimate relationship between partners is one of the most influential in adult life. Couples and relationship education (CRE) intends to provide contextual knowledge and to facilitate the growth of relationship skill sets. However, current CRE programming is largely heteronormative, relying primarily on male/female relationship dyads. Little CRE research focuses on the experiences of gay men in later stages of their lives, despite sweeping social and legal changes such as marriage equality nationwide in the United States. This phenomenological investigation sought a deeper understanding of the lived experiences of gay male baby boomers who have participated in adult education programs which focus on the health and maintenance of long-term, romantic partnerships. Participants revealed the need for CRE with gay male baby boomers to be more sensitive to a variety of unique compatibility issues, including the extent to which each partner is out and individual sexual identity development. Participants also experienced most existing CRE material as appropriate for use with same-sex couples. However, their lived experiences emphasized specialized considerations related to historical trauma such as the AIDS crisis, previous heterosexual marriages while closeted, chronic social stigma, and the significance of being a trailblazer for LGBTQ civil rights. Recommendations for research and practice in CRE and adult education are provided.Item (Un)even Terrain: Queer and Trans Staff Experiences Building Affinity, Community, and Kinship at the University of Minnesota(2024-06) Williams, JohnIn the United States, there is currently an alarming rise in legislative attacks on queer and trans people through an increase in anti-LGBTQ+ rhetoric and over 515 anti-LGBTQ+ bills being tracked by American Civil Liberties Union (see Figure 1; ACLU, 2024). This wave of legislative hostility towards queer and trans people, compounded by simultaneous efforts against critical race theory (CRT) and diversity, equity, and inclusion (DEI), magnifies the impact on queer and trans people of color (QTPOC), who already face intersecting forms of discrimination and marginalization. These bills and rhetoric reinforce racism, heterosexism, and trans oppression that negatively impact and shape conditions for queer and trans people in U.S. educational settings (Duran & Coloma, 2023). At the same time, there has been a heightened visibility of queer and trans people in higher education and growth in the presence of Gender and Sexuality Centers (GSCs) on college and university campuses. This increased visibility and presence of GSCs coincided with greater attention on queer and trans student identity development with a greater understanding of intersecting identities (e.g., Duran et al., 2017; Goode-Cross & Good, 2009; Goode-Cross & Tager, 2011; Narui, 2011) and assessments of campus climate (Lange et al., 2019; Pryor & Hoffman, 2021; Pryor et al., 2023; Renn, 2010). However, much of the scholarship has centered on the student experience, while queer and trans staff remain an under-researched population in the study of higher education, especially queer and trans staff and faculty of color (Aguilar & Johnson, 2017; Renn, 2010; e.g., Sérráno & Gonzalez, 2022). This study explores the experiences of queer and trans higher education staff who work outside of GSCs. While GSCs serve as vital roles for support and advocacy, there exists a significant number of queer and trans staff who navigate landscapes outside these designated spaces, where acceptance and safety may be less assured. By focusing on this demographic, this research aims to fill critical gaps in existing literature and broaden the discourse surrounding queer and trans experiences in academia and shift the narrative to include how they are building community, affinity, and kinship.