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Thèses sur le sujet « Gayo students »

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Auteur : Grafiati

Publié le 27 juillet 2024

Mis à jour le 29 juillet 2024

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1

Paterson, Sarah B. « Gay and Lesbian Human Rights : An Exploration of Attitudes on a Northeastern University Campus ». Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/PatersonSB2008.pdf.

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2

Morgan, Daniel J. « Knowledge and attitudes of preservice teachers towards students who are gay, lesbian, bisexual, or transgendered ». Thesis, Connect to this title online, 2003. http://www.library.unt.edu/theses/open/20033/morgan%5Fdaniel/index.htm.

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3

Rasmussen, Natasha. « Issues in education guidance counselors' perceptions of effectiveness of gay/straight alliances in schools / ». Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008rasmussenn.pdf.

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4

Munyuki, Chipo Lidia. « “Just trying to live our lives” : gay, lesbian and bisexual students’ experiences of being “at home” in university residence life ». Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1020341.

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Higher education in South Africa is faced with a paramount task to help erode the social and structural inequalities that have been inherited from the Apartheid system (Department of Education 1997; Council on Higher Education 2000:12). The findings from the Soudien Report (2008:116-117) point out that the post-Apartheid higher education system in South Africa is characterised by various forms of discrimination and institutional cultures that marginalise some members of institutions resulting in pervasive feelings of alienation. In the South African higher education field, the concept of a “home” for all has been used by a variety of commentators to depict a vision of what transformed, inclusive higher education institutional cultures might look like. In this thesis, I interpret the experiences of residence life on the part of gay, lesbian and bisexual students on a largely residential campus. I ask how gay, lesbian and bisexual students experience being “at home” in the campus’s residence system. The thesis is based on 18 in-depth qualitative interviews with students who self-identify as gay/lesbian or bisexual who have experienced residence life on the campus for a period longer than six months. A wide literature exists on the concept of “home”. Drawing from many different disciplines including anthropology, history, philosophy, geography, psychology, architecture and sociology, I distil the essential features of “at homeness” as incorporating comfort, privacy, security, acceptance, companionship and community. The research was concerned to inquire into how central the idea of home is to human flourishing and then into how gay, lesbian and bisexual students are routinely denied many of the essential comforts associated with being “at home” that heterosexual students have the privilege of taking for granted.

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5

Smith, Melissa Scandlyn. « Attitudes of resident assistants toward homosexuality and gay and lesbian students a study at a southeastern research university / ». Connect to this title online, 2004. http://etd.utk.edu/2004/SmithMelissa.pdf.

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6

Murphy, Heather Elise. « Suicide risk among gay, lesbian, and bisexual college youth / ». Thesis, Connect to this title online ; UW restricted, 2007. http://hdl.handle.net/1773/7522.

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7

Hines, Nancy J. « Counseling homosexual students in the secondary school setting perceptions of guidance counselors / ». Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/116.

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8

Fisher, Jacob A. « Mental health concerns among gay and lesbian college students ». Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998fisherj.pdf.

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9

Knowles, Paul D. « Constructing the Experiences of Gay and Lesbian High School Students in Maine ». Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/KnowlesPD2005.pdf.

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10

Shepler, Dustin K. « Perceived social support of gay, lesbian, and biesexual students : implications for counseling psychology ». Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1397652.

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Factors that affect perceived social support in gay, lesbian and bisexual (GLB) college students, including expectations concerning disclosure of sexual minority orientation, perceived family support, and perceived supportiveness of school environment are discussed. GLB identity formation and stigmatization are reviewed. Perceived social support, counselor support/working alliance, and sexual orientation were assessed with the Social Support Questionnaire (SSQ), the Working Alliance Inventory — Short Form (WAI-S) and a modified Kinsey Scale respectively. The implications that variation in each of these factors may have in relation to perceived social support and mental health counseling of GLB college students were considered after data were collected and analyzed. Findings indicate that little difference in perceived social support exist between GLB and heterosexual college students, in perceived social support in counseling relationships, or between genders in the GLB student population. Findings indicate that a significant difference in perceived social support exists between those GLB students who have disclosed their sexual orientation status one year or longer ago and those GLB students who had not disclosed their sexual orientation at all or less than one year ago.
Department of Counseling Psychology and Guidance Services

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11

Cooper-Nicols, Marjorie B. « Exploring the experiences of gay, lesbian, and bisexual adolescents in school : lessons for school psychologists / ». View online ; access limited to URI, 2006. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3225315.

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12

DeWolfe, Justin F. « Resources for Gay and Lesbian Students at the High School Level ». Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1217115667.

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13

Williams, Elliot D. « Out of the Closets and Onto the Campus : The Politics of Coming Out at Florida Atlantic University, 1972-1977 ». Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_theses/252.

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This thesis examines gay student organizing to understand the role of college students in the burgeoning lesbian and gay movement of the 1970s. Although students are widely recognized as participants in gay activism in this period, few studies have attempted to explore their particular role. The Gay Academic Union (GAU) at Florida Atlantic University in Boca Raton, FL, is presented as a case study, using archival and oral history research. Lesbian and gay students participated in the construction of a new political strategy based on visibility and community, which positioned “coming out” as its central metaphor. During the early to mid-1970s, students were especially well positioned to play a role in the gay movement, which relied on small, local organizations to spread gay politics throughout the nation. However, in the wake of the Anita Bryant-led effort to repeal Miami-Dade’s gay rights ordinance in 1977, the growth of national gay organizations and a national media discourse on homosexuality began to eclipse the type of organizing at which college students had excelled. By extending the narrative of gay organizing in the 1970s outside of urban centers, the story of the GAU at Florida Atlantic demonstrates that college students played a crucial part in disseminating the new forms of gay identity and culture associated with the gay movement.

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14

Whatling, Michael. « Joseph Rose died for our sins : stories of the experience of being out in high school ». Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85213.

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While studies in the social sciences have looked at lesbian, gay, bisexual, and transgender (LGBT) youth, few have focused on how they experience school. Sexual orientation is still a taboo subject or only treated cursorily in educational institutions and teacher-training programmes. Research that does look at schools is mitigated by subjects who are at different degrees of being out in their schools, or are treated as a monolith with other LGBT youth, or have been recruited through psychosocial agencies, and by data gathered retrospectively and/or at arms-length through surveys.
This dissertation describes the experience of being gay and out at school for seven male students aged sixteen to eighteen. Data was collected through multiple semistructured interviews with participants recruited through the various urban, suburban, and alternative high schools they attended at the time of this study.
Data was analyzed using a modification of the Stevick-Colaizzi-Keen method of analyzing phenomenological data (Moustakas, 1994). The theoretical framework undergirding this study is phenomenological research, arts-based research, and queer theory in education. Findings are represented as a literary novel in order to better preserve participants' voices.
Data analysis indicates that the experience of being out in high school is characterized by: (a) managing "the secret" of being gay before and during coming out; (b) seeing being gay as just being yourself; (c) perceiving the school as privately supportive, but publicly indifferent to gay students; (d) emotionally reflecting the school environment; (e) valuing relationships as a positive; (f) seeing harassment, gossip, and gender differences as negatives; (g) ascribing to perpetrators of homophobia and harassment character flaws and anachronistic beliefs; (h) being left on your own to deal with homophobia and harassment as others abdicate their responsibilities; (i) employing escapist, self-protection, and resistance strategies to deal with homophobia and harassment; (j) searching for connectivity to other gays and the LGBT community; (k) facing the silence of information and resources in schools on LGBT issues and people; and (l) advising others to be true to themselves.
This research has implications for teachers, administrators, policy-makers, and those involved in teacher education programmes who are interested in addressing the needs of gay students.

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15

Hofman, Brian D. « “What is Next?” Gay Male Students’ Significant Experiences after Coming-Out while in College ». University of Toledo / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1083849959.

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16

Denton, Jesse Michael. « Living Beyond Identity : Gay College Men Living with HIV ». Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406656558.

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17

Taulke-Johnson, Richard. « Living differently : gay male undergraduates' student experiences ». Thesis, Cardiff University, 2009. http://orca.cf.ac.uk/54881/.

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In this thesis I present a snapshot of the university lives and experiences of 17 gay male undergraduate students attending an institution in the UK. I draw upon thematic analysis of data obtained from individual, in-depth, face-to-face, semi-structured interviews. My main focus of investigation is the ways in which participants' higher education biographies compare and contrast with dominant accounts of the gay student experience, which are characterised by intolerance, harassment, victimisation, heterosexism and homophobia. My theoretical framework is derived from university space being, like all non-gay-speciflc space, pervaded by discourses of compulsory heterosexuality (Rich 1980) and the workings of the heterosexual matrix (Butler 1990). I am interested in how participants produced, expressed, managed and negotiated their alternative identities in these higher education settings. I therefore interrogate the role and importance participants ascribed their gayness at university, the effect and influence of their sexuality on their university choices and on their relationships with flatmates, their coming out narratives and experiences in higher education, and their behavioural management and performative expressions of identity within university spaces. This range of analysis is informed by a variety of disciplines and fields of study, including sociology, sexuality, gender, psychology, and human geography. Findings often contrast with those typically reported in academic literature, both in participants' marked decentralisation of their non-heterosexuality in self-identification, and in portrayals of gay students as other than as victims of harassment, discrimination and persecution. Although participants are very much aware of the regulatory heteronormative mechanisms of straight discourses operating within university spaces, they are highly sensitive and skilled in expressing, monitoring, adapting, asserting and negotiating their identities in these environments. In fact, participants framed university as a generally positive, tolerant, accepting and happy place in which to be gay. I therefore argue that these 'new' stories and ways of 'living differently' should be acknowledged to enrich and further understanding of this population's experiences within higher education.

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18

Tureau, Zachary L. « College Student Identity and Attitudes Toward Gays and Lesbians ». Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4286/.

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This study investigates the relationship between an individual's attitude toward gay men and lesbians and their identity development. The sample included 440 undergraduates from a university in the northeast Texas area. Many, if not all, of the factors that are associated with negative attitudes toward gays and lesbians (i.e., restrictive gender-role attitudes, high levels of authoritarianism, perceptions of negative attitudes toward homosexuals within their peer group, little or no contact with homosexuals, and conservative religious ideologies) have a logical relation to identity development. Furthermore, the various functions that attitudes toward gays and lesbians can serve (e.g., value-expression, group membership) were hypothesized to be especially attractive for persons in specific identity statuses. Thus, the case was made that identity development may be a valuable framework in which to understand attitudes toward gays and lesbians. In the current study, attitudes toward gays and lesbians were related to identity development, though the relationship is complex. When comparing persons who were higher and lower on absolutism, attitude toward gays and lesbians were most similar in achieved identity groups, while those who were foreclosed were the most disparate. In the interaction between identity, absolutism and gender role stereotyping, some groups utilized their attitude to express values more than other groups. Clinical implications as well as limitations of the study are discussed.

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19

Ackerman, Jennifer. « Social work students' comfort with gay and lesbian families ». Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/816.

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Despite recent advancements in legislation and policies regarding gay and lesbian Americans, negative attitudes and perceptions toward this population still exist. Anecdotal information from social work classroom interactions suggests that biases against gays and lesbian families may exist among those being trained as helping professionals. This study examined social work student comfort with gay and lesbian families. The researcher used an exploratory-descriptive research design, with a sample of 85 Bachelors level social work students (BSW) and Masters level social work students (MSW) who completed the 52 item online questionnaire related to gay and lesbian parenting. The findings from the research suggest the presence of a statistically significant relationship between students' attitudes towards gays and lesbians and students' comfort level with same sex parents. The researcher discusses the significance of the study and the implications for social work practice and education.
B.S.W.
Bachelors
Health and Public Affairs
Social Work

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20

Wysong, Kelly Kathleen. « Students Beliefs about Same Sex Couples and Family Therapy ». Thesis, North Dakota State University, 2012. https://hdl.handle.net/10365/26542.

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The purpose of this study was to analyze student therapist?s level of agreement with the American Association for Marriage and Family Therapy?s (AAMFT) formal statements concerning lesbian, gay, and bisexual (LGB) persons and families; specifically, it examined student?s level of agreement with the AAMFT?s definition of Marriage/Couple and Family Therapy (CFT), and the AAMFT?s formal statement concerning same sex couples. This was explored via the participant?s qualitative and quantitative answers. The study used an existing data set consisting of 248 participants; 62.6% were enrolled in a masters program and 36.8% were enrolled in a PhD CFT program. Participant?s quantitative responses indicated that a large majority of participants agreed with the statements, and were in support of the AAMFT inviting same sex couples to receive therapeutic services. However, the qualitative responses also indicated that some participants disagreed with the statements, and did not hold accepting beliefs towards LGB persons and families.

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21

Bos, Ryan A. « Resident assistants' attitudes toward gay, lesbian, bisexual, and transgendered individuals ». Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1210535.

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This study examined the attitudes and perceptions of resident assistants towardgay, lesbian, bisexual, and transgendered (GLBT) students. Attitudes and perceptions of floor environments, hall environments, and the campus community were looked at. The original intent of this study was to find a relationship between resident assistants' attitudes and perceptions toward GLBT individuals and its relationship to the environment created on the RA's floor. The sample of GLBT students was too small to make reference to it in this study.A significant difference was found between hall staffs' attitudes. The study suggests that their hall environment can influence RAs' attitudes and perceptions. Consistent with past research, male resident assistants (RAs) had more negative views toward gay men and lesbians than female RAs. Inconsistent responses were found to individual questions, which suggests a lack of education on GLBT issues. The majority of RAs believed there should not be more GLBT material integrated in the classroom, however they felt they didn't have adequate training on GLBT issues. RAs felt that GLBT students experience less harassment and discrimination in the residence halls then on campus and in society.
Department of Secondary, Higher, and Foundations of Education

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22

Crossley, Danielle Suzanne. « The Equal Access Act : “Not the Access for All Students Except Gay Students Act” : Federal Judicial Decisions and Their Implications for School Systemsâ Policies and Practices Regarding Student Requests to Establish Gay Straight Alliance Clubs in Public Schools ». Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/27619.

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To ensure an educational opportunity for every child that passes through Americaâ s schoolhouse doors, it is imperative that non-heterosexual studentsâ educational needs are not ignored in the educational milieu (Zirkel, 2006). In the last decade or so, the desire of non-heterosexual students to organize Gay-Straight Alliance (GSA) clubs on high school campuses have been met with angst by school leaders (Duncan & Rogers, 2008). Despite the passage of the Equal Access Act (EAA) in 1984, school leaders have often denied non-heterosexual students the right to establish GSA clubs on campus, consequently resulting in these students utilizing the judicial system as the venue to assert their rights under the law (Essex, 2005). As it is imperative that educational leaders understand the legal rights of all students under their care, and make informed decisions in order to avoid costly litigation, this research focused on analyzing the Equal Access Act of 1984, federal case law, legal commentary, and historical documents, in order to track the developments of non-heterosexual studentsâ ability to utilize the EAA to establish GSA clubs in the public schools in the United States. The study employed a traditional legal research methodology as described by Alder (1993) and Russo (1993), relying on electronic data bases and traditional legal finding tools to carry out the research. From the resulting legislation, case law, scholarly commentary, and other relevant documents reviewed and analyzed, an accurate historical perspective on the EAA as it relates to the formation of GSA clubs was constructed. In addition, the significant themes that arose from the findings were synthesized in order to offer guidance to educational leaders and policymakers when facing requests from students to establish GSA clubs on school property. Recommendations for school leaders when considering such requests from students to form GSA clubs under the EAA are provided.
Ed. D.

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Ensign, Kristine A. « Heterosexual athletic trainers' attitudes toward lesbian, gay men, and bisexual athletes in the National Collegiate Athletic Association ». Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1240533725.

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24

Morrison, Aubrey D. « Dating and Relationship Experiences of Gay and Lesbian College Students ». Wright State University Professional Psychology Program / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1339730216.

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25

Barry, Hilde-May. « Heterosexual students’ attitudes towards gays and lesbians : an Eastern Cape University survey ». Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1009.

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While South Africa stands apart from other countries as being more progressive in terms of gay and lesbian rights, attitudes towards this population continue to be intolerant. Attitudes shape people’s behaviour and in a university setting young students are vulnerable to discrimination. This is often a time when young people are still shaping their identities. An electronic survey comprising the Attitudes towards Lesbians and Gay Men Scale was administered to 401 students taking undergraduate psychology courses at the East London Campus of the University of Fort Hare, to assess their attitudes towards gays and lesbians. The survey measured their attitudes in terms of the biographical variables of gender, age, race, and religiosity, commitment to religious practice, urban or rural upbringing and nationality. The results of the research found that gender, race, religiosity, religious attendance and rural or urban upbringing do influence students’ attitudes significantly. However, age did not have an effect on attitudes towards gays and lesbians in the present study. The significance of the differences in attitudes in terms of nationality was not able to be tested due to the small sample size of foreign students. The findings of this study show that there are fairly consistent predictors of students’ attitudes concerning gays and lesbians. This information can help us to clarify areas to target for improvement in the campus climate for gay and lesbian communities.

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Plante, Kelly J. « The impact of a gay straight alliance on middle and high school age students ». Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008plantek.pdf.

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Wentz, Joel M. « An analysis of the collegiate experience of gay and lesbian students enrolled in faith-based higher education ». CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1569030.

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College is a formative stage of identity development for many young adults. This study presents an in-depth analysis of how some young adults who identify as gay or lesbian experience higher education in a faith-based setting. The theoretical framework for the research was founded in the literature of two separate fields: the general experience of college students and homosexual identity formation. Utilizing models created by Chickering (1969), Cass (1984), and D’Augelli (1994), among others, the intent of this study was to discover how an explicitly faith-based college environment impacts the collegiate experiences of students who identify as gay and lesbian. This study was grounded in qualitative, phenomenological methodology. Data were gathered through semi-structured interviews with students who identified as gay or lesbian while enrolled in private, faith-based institutions of higher education. Interviews were completed during the spring semester of 2010. Data analysis was conducted based on steps identified by Moustakas (1994) and Strauss and Corbin (1990), and predominant themes were discovered. The researcher concluded that a faith-based institutional setting impacts the collegiate experience of gay and lesbian students in considerable ways. Students encountered significant struggles, including identity denial, pressure to conceal sexuality, and frustration regarding school policies. Based on these themes, specific conclusions were drawn regarding students’ enrollment decisions, sexual identity formation during the collegiate experience, reconciliation of faith and sexual identity, encouraging supportive networks for gay and lesbian students, and policy development regarding sexual behaviors on campus. Suggestions were presented for administrators, counselors, faculty, staff, and students at faith-based universities.
Department of Educational Leadership

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28

Peters, Sarah. « Barriers to group psychotherapy for lesbian, gay, and bisexual college students ». Wright State University Professional Psychology Program / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1434388016.

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Byrd, Rebekah J. « Helping Students Who are Lesbian, Gay, Bisexual, Transgender & ; Questioning (LGBTQ) ». Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/874.

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Book Summary: Applying Techniques to Common Encounters in School Counseling: A Case-Based Approach helps counselors in training bridge the gap between theory and practice by showing them how to theoretically frame or understand the problems and issues they encounter, how to proceed, and what action steps to take when they enter the field as school counselors. It answers the questions new counselors have in real school settings, such as What is it really like to live the life of a professional school counselor? How does the theory presented in the classroom apply to the myriad of situations encountered in the real life, everyday school setting? Case studies and scenarios give readers examples of many commonly encountered presenting issues. For each scenario the case is introduced, background information is supplied, and initial processing questions are posed. The authors include a discussion of the theoretical models or frameworks used to address the issue, along with a table segmented by theoretical paradigm and grade level that includes other techniques that could be used in the presenting case. With these tools at their disposal, readers gain a firm understanding of the issues from several frames of reference, along with interventions meant to create movement toward a successful resolution.

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30

Mosher, David Keith. « Cultural Humility, Religion, and Health in Lesbian, Gay, and Bisexual (LGB) Populations ». Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011765/.

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The purpose of this study was to explore the religion – health link in a sample of adults and undergraduate students (N = 555) that identified as lesbian, gay, or bisexual (LGB), and to explore how perceptions of cultural humility of religious individuals and groups toward LGB individuals affect the relationship between religion and health. First, I found religious commitment among LGB individuals was positively correlated with satisfaction in life, but it was negatively correlated with physical health. Second, I found that cultural humility moderated the relationship between religious commitment and satisfaction in life for LGB individuals involved in a religious community. The lowest levels of satisfaction with life were found for individuals with low religious commitment and perceived the cultural humility of their religious community to be low. However, cultural humility did not moderate the relationship between religious commitment and mental and physical health outcomes. Third, I found cultural humility did not moderate the relationship between religious commitment and minority stress (i.e., internalized homophobia). Fourth, I found that cultural humility was a significant positive predictor of motivations to forgive a hurt caused by a religious individual. I conclude by discussing limitations, areas for future research, and implications for counseling.

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Crawford, Anne M. « The prediction of college students' intentions to live with a gay or lesbian roommate : an application of the theory of reasoned action ». Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/834144.

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The present study investigated the applicability of the theory of reasoned action (Ajzen & Fishbein, 1980) to attitudes toward lesbians and gay men. Specifically, the investigation sought to examine individuals' intentions to request or not to request a new, heterosexual roommate given that they have been assigned a gay (or lesbian) roommate. The purpose of the investigation was to test the mediating role of respondents' perceptions of the expectations of important persons in their lives (termed subjective norm) and their attitudes toward the specific behavior of requesting a new roommate (termed attitude toward the act). An alternative to the Ajzen-Fishbein model was tested to determine whether the variables of acquaintance with a member of the target group, sex, and attitude toward the target predict request. Phase One assessed the modal beliefs and the normative beliefs of 98 students in a university population through self-report data gathered in a free response format. Phase Two investigated the relationship between the attitudes and subjective norm of 238 university students and their intention to request a new roommate with a questionnaire format developed from the responses in Phase One. The AjzenFishbein variables mediated the variables of acquaintance with a gay or lesbian, sex of the respondent, and a general attitude toward the target when predicting the request of a heterosexual roommate.
Department of Psychological Science

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32

Crowhurst, Michael. « Working through tension : a response to the concerns of lesbian, gay and bisexual secondary school students / ». Connect to thesis, 2001. http://eprints.unimelb.edu.au/archive/00000384.

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33

Hofman, Brian. « "What is Next?" gay male students' significant experiences after coming-out while in college / ». See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1083849959.

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Thesis (Ph.D.)--University of Toledo, 2004.
Typescript. "A dissertation [submitted] as partial fulfillment of the requirements of the Doctor of Philosophy degree in Higher Education." Bibliography: leaves 188-197.

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34

Phillips, Mary Jane. « Identity Development as the Parent of a Lesbian or Gay Male ». Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/cps_diss/9.

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This study is designed to more fully understand the adaptational processes that parents of lesbians and gay men experience when their children come out to them. Seventeen parents described their experiences in semi-structured interviews. The interview transcripts were analyzed using grounded theory methodology to develop a model of parental adjustment over time. Parents experienced three broad phases of adjustment, each with different emphases: emotional responses were most dominant initially, cognitive and behavioral adjustments were the primary focus of the middle phase, and moral/spiritual issues were the major concern of the final phase. Some parents who successfully negotiated these adjustments came to view being the parent of a gay male or lesbian as an important component of their identities. Implications for further research and clinical practice are discussed.

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Shelby, Kristin N. « EXPERIENCES OF GAY AND LESBIAN STUDENTS AT A RURAL MIDWESTERN COMMUNITY COLLEGE ». OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1521.

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Currently, a gap exists in the research on gay and lesbian students in community colleges. In this qualitative study, I examine experiences of gay and lesbian students in a rural, Midwestern community college. The literature review consists of a review of gay and lesbian student emergence in higher education, coming out, the relationship between sexuality and rurality, and a brief overview of two of the first sexual identity models. This qualitative design incorporates primarily phenomenological and narrative research. Data collection includes narratives from the interviews with nine community college student participants. Data from the participant narratives is organized under four major themes: participant demographics, coming out, campus experiences, and suggestions for campus administrators.

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Kolde, Katarina, et Daniel Benitez. « SOCIAL WORK STUDENTS ATTITUDES TOWARDS LESBIAN, GAY, BISEXUAL AND TRANSGENDER FOSTER YOUTH ». CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/462.

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The purpose of this study was to determine and assess social work students’ attitudes towards working with Lesbian, Gay, Bisexual and Transgender (LGBT) clients and identifying factors that would affect such attitudes. LGBT individuals face increased risk factors as opposed to their non-LGBT peers and are disproportionately over-represented in the foster care system. This study assessed California State University, San Bernardino Social Work student's attitudes towards working with LGBT clients through the use of self-administered questionnaires. The data acquired from such quantitative surveys was analyzed utilizing Statistical Package for the Social Science (SPSS) version 23. Results yielded that sexual orientation, religion, religiosity and political view rate were factors that significantly affected attitudes towards LGBT clients. It was also found that Title IV-E participants did not differ significantly compared to non Title IV-E participants in attitudes towards LGBT clients. Implications for social work education and practice include increased training, experience, competence and humility building opportunities when working with LGBT clients.

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Busch, Rebecca. « Wisconsin school counselor perceptions of school climate experiences of gay and lesbian youth ». Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006buschre.pdf.

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Starfield, Amanda Louise. « Adult support for lesbian, gay, bisexual, transgender, queer and questioning (LGBTQQ) youth in high school : a project based upon an independent investigation / ». View online, 2008. http://hdl.handle.net/10090/5933.

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Shortall, Ann. « The social construction of homophobia and heterosexism in the Newfoundland education system ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0006/MQ34228.pdf.

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Veenvliet, Scott G. « "Love the sinner, hate the sin" reality or fiction ? / ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60809.pdf.

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Stewart, Matthew Douglas. « The Experiences of Gay, Lesbian, Bisexual, and Transgender Students at the University of South Florida, Tampa Campus Using Aspects of the College Student Experiences Questionnaire ». Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5777.

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This quantitative research study examined the college experiences of gay, lesbian, bisexual, and transgender students at the University of South Florida, Tampa campus. Students were surveyed, via the web, using select questions from the College Student Experiences Questionnaire during the Fall 2014 semester. The data were analyzed using appropriate statistical methods and the results reported for each scale and question. Recommendations for practice and areas for future research were identified. There are four research questions that guide this study: • Question 1: What are the collegiate experiences of gay men, lesbian, bisexual and transgender students as measured using aspects of the College Student Experiences Questionnaire? • Question 2: How do the campus experiences of gay men and bisexual male students differ from lesbian and bisexual female students? • Question 3: How do the campus experiences of gay men and lesbian students differ from bisexual students? • Question 4: How do the campus experiences of gay men, lesbian, bisexual and transgender (GLBT) students differ from non-GLBT students? The sample was composed of undergraduate and graduate students from a variety of ethnic and racial backgrounds at the University of South Florida, Tampa campus. The sample was primarily composed of Caucasian individuals (66%) under the age of 29 (82%). There was a sizable number of individuals who identified as gay, lesbian, bisexual or other (N = 268). Most of the students were female and there were only a few individuals who identified as being transgender (N =10). Approximately seventy percent of those in the sample were undergraduate students. There were only a few notable differences between those who identified as gay, lesbian, bisexual, other, or transgender and those who identified as heterosexual/straight for their sexual orientation. A review of the demographics revealed only a few differences between the groups. Those differences included: • Those who identified their sexual orientation as lesbian, gay, bisexual or other or their gender as transgender were more likely to live in campus housing than those who identified their sexual orientation as heterosexual/straight. • Those who identified their sexual orientation as lesbian, gay, bisexual or other or their gender as transgender were more likely to be enrolled in fewer course hours than those who identified their sexual orientation as heterosexual/straight. • Those who identified their sexual orientation as lesbian, gay, bisexual or other, or their gender as transgender, were more likely to use loans to pay for college and less likely to have parental support in meeting those same expenses than those who identified their sexual orientation as heterosexual/straight. Analysis of the first research question, “What are the collegiate experiences of gay men, lesbian, bisexual and transgender students as measured using aspects of the College Student Experiences Questionnaire?” was conducted with descriptive statistics for each of the CSEQ questions. A review of the individual research questions, with their respective means and frequencies, revealed a few key findings: • Students do not often develop a role-play of case study for class, with this question receiving the lowest mean in the Quality of Effort Course Learning scale. • Higher level learning items, summarizing, explaining, and seeing how ideas fit together, within the Quality of Effort Course Learning scale all received high mean scores. • Students are not very likely to engage with faculty outside of class time, as revealed in analysis of items with the Quality of Effort: Experiences with Faculty scale. • Within the Quality of Effort: Campus Facilities scale students reported the highest frequency for meeting another student on campus for a discussion. All other items in the scale showed a lower frequency level. • The Quality of Effort: Clubs and Organizations scale reinforced that students are not likely to engage a faculty member outside of class, with the question about meeting a faculty member or advisor receiving the lowest mean score in the scale. • Students were more likely to become acquainted with a variety of students, rather than have a serious discussion with a variety of students, as revealed in a review of the questions in the Quality of Effort: Student Acquaintances scale. • Students reported more frequently discussing social issues than discussing the views of writers, philosophers and historians, as revealed in a review of the questions in the Quality of Effort: Topics of Conversation scale. • Within the College Environment: Scholarly and Intellectual scale, students thought that the greatest emphasis was placed on developing academic, scholarly and intellectual qualities. • Within the College Environment: Vocational and practical scale, students thought that the greatest emphasis was placed on developing an understanding and appreciation of human diversity. • Students reported, with the College Environment: Personal Relationships scale, having the best relationships with other students, followed by faculty, and then administrative personnel. For Question Two, “How do the campus experiences of gay men and bisexual male students differ from lesbian and bisexual female students?”, Question Three, “How do the campus experiences of gay men and lesbian students differ from bisexual students?” and Question Four, “How do the campus experiences of gay men, lesbian, bisexual and transgender (GLBT) students differ from non-GLBT students?” a 2 (male, female) x 3 (gay/lesbian, bisexual, straight/heterosexual) factorial between subjects ANOVA was performed, along with post hoc analysis. If an ANOVA was not able to be performed because of unequal variances, a one-way ANOVA was performed for differences between the three sexual orientations, answering questions thee and four. Overall, results showed that students do not differ greatly based on gender or sexual orientation. However, there were a few statistically significant differences. On the Quality of Effort: Campus Facilities scale, a significant interaction effect between gender and sexual orientation (F(2,1189) = 3.55, p = .02) was found in performing the ANOVA. Post hoc pairwise testing revealed that female gay/lesbian had a significantly (p = .03) higher mean (M = 2.069, SD = .416) than male gay/lesbian (M = 1.78, SD = .50), making them more likely to utilize campus facilities on a more frequent basis. Additionally, male heterosexual/straight had a significantly (p = .03) higher mean (M = 1.92, SD = .57) than female heterosexual/straight (M = 1.84, SD = .55), making them more likely to utilize campus facilities on a more frequent basis. On the Quality of Effort: Topics of Conversation scale, a significant difference between gay/lesbian, bisexual, and heterosexual/straight was found (F(2,1225) = 7.86, p = < .001) when performing a factorial ANOVA. Post hoc pairwise testing revealed a significant difference (p = .02) between those who identified as gay/lesbian and those who identified as heterosexual or straight. Additionally, there a significant difference (p = .006) between those who identified as bisexual and those who identified as heterosexual or straight. Those who identified as gay/lesbian (M = 2.61, SD = .59) as well as bisexual (M = 2.60, SD = .64) indicated a greater frequency of participating in a variety of conversation, when compared to those who identified as heterosexual or straight (M = 2.39, SD = .66).

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Lynch, John Wiley. « The relationship of lesbian and gay identity development and involvement in lesbian, gay, bisexual, and transgender student organizations ». College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2667.

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Thesis (M.A.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Indelicato, Kimberly Megan. « An Examination of School Harassment for Middle School Lesbian, Gay, Bisexual, & ; Questioning Students ». Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/224.

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Most schools are not safe environments for lesbian, gay, and bisexual students or for individuals who are questioning their sexual orientation. Harassment and victimization of lesbian, gay, bisexual, and questioning (LGBQ) students is pervasive. The harassment and victimization result in these students having higher rates of absenteeism and lower academic achievements than their peers. To date, most research has focused on primarily high school lesbian, gay, and bisexual students. Very few studies have included students questioning their sexual orientation. This quantitative descriptive study utilized an anonymous survey to gather information about middle school LGBQ students’ experiences with harassment. The study included 208 middle school students. The results were compiled into three groups (lesbian/gay/bisexual, questioning, and straight) and compared. Findings indicated that LGBQ students experience significantly more harassment than straight students and questioning students are more likely to experience victimization that lesbian, gay, bisexual, and straight students. The findings support the need for middle school administrators and staff members to take steps to create more inclusive school climates for LGBQ students.

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VanDyke, Alison J. « Attitudes toward lesbians and gays among counseling students enrolled in CACREP accredited Master's level programs / ». Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1240700711&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Knight, Calvin. « The Triangle Program, experiences of lesbian, bisexual and gay students in the classroom ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ49782.pdf.

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Lacefield, Katharine. « Non-erotic cognitive distractions during sexual activity in heterosexual and gay college students ». Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4619.

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The present study examined 100 gay and lesbian (LG) college students and 100 heterosexual students to determine whether group differences existed in frequency of and anxiety related to non-erotic cognitive distractions during sexual activity. Non-erotic cognitive distractions is a descriptive term to include both self-evaluative behaviors related to physical performance and body image concerns, as well as additional cognitive distractions (e.g., contracting an STI or emotional concerns) during sexual activity. Participants, matched on gender (96 males and 104 females), age, and ethnicity, completed questionnaires assessing frequency and associated anxiety related to non-erotic cognitive distractions during sexual activity, as well as measures of additional variables (e.g., religiosity and self-esteem). Results indicated that LG participants experience significantly more cognitive distractions and concomitant anxiety related to body image, physical performance, and contracting a disease or illness during sexual activity. With regard to gender differences, men reported more distractions related to contracting a disease or illness than women. An interaction effect was observed between sexual orientation and gender for body image-, disease-, and external/emotional-based distractions. It also was found that gay men, lesbians, and heterosexual women reported significantly more body image concerns than straight men. Implications of these findings are discussed.
ID: 028916910; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.S.)--University of Central Florida, 2010.; Includes bibliographical references (p. 118-126).
M.S.
Masters
Department of Psychology
Sciences
Clinical Psychology

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Hochella, Robin. « An examination of campus climate for lesbian, gay, bisexual, and transgender (LGBT) students ». Kansas State University, 2012. http://hdl.handle.net/2097/13752.

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Master of Science
Department of Counseling & Student Development
Kenneth Hughey
The challenges facing lesbian, gay, bisexual, and transgender (LGBT) students on college and university campuses are many. For example, LGBT students face harassment and discrimination at significantly higher levels than their heterosexual peers, and are twice as likely to receive derogatory remarks (Rankin, Weber, Blumenfeld, & Frazer, 2010). As the visibility of LGBT college students and the adversity they face has increased, there is ever more pressure on college and universities to evaluate whether LGBT students’ needs are being met. A dependable method of determining this is to conduct an assessment of the campus climate for LGBT students. Campus climate can be consists of the mutually reinforcing relationship between the perceptions, attitudes, and expectations of both individuals and groups, as well as the actual patterns of interaction and behavior between individuals and groups (Cress, 2008). Thus, in order to assess a campus climate, one must determine the current perceptions, attitudes, and expectations that define the institution and its members. Campus climate has a significant impact upon students’ academic progress and achievement and their level of satisfaction with their university. Whether or not a student feels as though they matter on their campus is largely a result of the climate. Evaluations of campus climate for LGBT students allow administrations to uncover what inequalities may exist on their campus, which is the first step toward being able to correct them. There have been many methods of improving campus climate that have been effective at a variety of colleges and universities. Administrations that wish to provide LGBT students on their campus with a better experience should invest in as many of these practices as possible. The most important action in improving campus climate is to institute an LGBT resource center or office with a full-time staff member and significant office space. Other impactful strategies include establishing a Safe Zone or Allies program, encouraging LGBT students to form organizations for themselves and their allies, increasing the amount of interaction between LGBT students and faculty—especially LGBT faculty, and establishing a Queer Studies academic program.

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Graham, Stephanie R. Carney Jamie S. « Counseling competency with lesbian, gay, and bisexual clients perceptions of counseling graduate students / ». Auburn, Ala, 2009. http://hdl.handle.net/10415/1762.

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Glynn, Warrick. « Non-hegemonic masculinities and sexualities in the secondary school : construction and regulation within a culture of heteronormativity / ». Connect to thesis, 1999. http://repository.unimelb.edu.au/10187/1007.

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This project looks at the ways in which masculine identities are constructed and perceived in secondary schools. It identifies some of the links between broader gender politics and the more specific area of masculinities as they apply to the lives of gay-identified and non-identified secondary school students. Through focussed discussion with groups of students the research describes types of behaviours that are characterised by students as desirable or undesirable and the perceived relationship of such behaviours with particular sexualities. In this thesis I interrogate the treatment (including bullying, harassment and lack of acknowledgment of the gay experience), in schools, of boys who express gender unorthodoxy/non-hegemonic masculinities. In order to understand this behaviour I look at the means of control of such expressions as exercised by other students and teachers and explore the motivation behind this control. Through listening to the stories of students I identify the need to evaluate school policy and pedagogical practices with a view to making the educational experience more inclusive of a broad range of masculinities and sexualities and therefore a more relevant, positive and productive one.

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Roberts, Rachael. « Graduate Student Competencies in Working with Lesbian, Gay, and Bisexual Youth ». Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1552341774701615.

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