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Permanent link (DOI): https://doi.org/10.7939/R3XX3P

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The Social and Cultural Conditions for Sexual and Gender Minority (SGM) Students in a Rural Community: A Case Study of Educators’ Perspectives Open Access

Descriptions

Other title
Subject/Keyword
Sexual Orientation and Gender Identity
Queer Theory
Education
Heteronormative
K-12
Equality
Feminism
SOGI
Adult Education
Lesbian
Heterosexism
Trans
Qualitative
Grassroots
Students
Teachers
School
SGM
GSA
Poststructural Feminism
Resilience
Rural
Social Activism
Focus Groups
Agency
Transphobia
Gender
Homosexual
Homophobia
LGBT
Trans-identified
Heteronormativity
Gay
Queer
GLBT
Social and Cultural Conditions
QSA
Northern
Social Justice
LGBTTQ
Gay Straight Alliance
Sexual Orientation
Professional Development
Change
Case Study
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Kelly, Wade B
Supervisor and department
Grace, André (Education Policy Studies)
Examining committee member and department
Wells, Kris (Education Policy Studies)
Peck, Carla (Elementary Education)
da Costa, Dr. José (Education Policy Studies)
Department
Department of Educational Policy Studies
Specialization
Adult Education
Date accepted
2012-08-29T10:32:01Z
Graduation date
2012-11
Degree
Master of Education
Degree level
Master's
Abstract
In order to combat sexual and gender minority (SGM) youth suicide ideation and completion, the cultures of schools must change to become accepting and inclusive of this vulnerable group. SGM youth in rural spaces are at greater risk than their urban counterparts. For changes to occur, a deep understanding of the social and cultural conditions that exist for SGM youth is required. This research focused on six educators in the Battle River School Division interested in improving the conditions for SGM youth in their schools. Through the course of two semi-structured focus group discussions, participants were encouraged to share their experiences, including challenges and successes, in the project of creating inclusive environments for SGM students. Using a case-study approach allowed me to illuminate educators’ lived experiences through narratives. Strategies reported to be useful in creating more inclusive environments for SGM youth are identified and recommendations for transgressing barriers are provided.
Language
English
DOI
doi:10.7939/R3XX3P
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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File format: pdf (Portable Document Format)
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File size: 899070
Last modified: 2015:10:12 15:29:44-06:00
Filename: Kelly_Wade_Fall 2012.pdf
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File title: Table of Contents
File title: The Social and Cultural Conditions for Sexual and Gender Minority (SGM) Students in a Rural Community: A Case Study of Educators??? Perspectives
File title: The Social and Cultural Conditions for Sexual and Gender Minority (SGM) Students in a Rural Community: A Case Study of Educators Perspectives
File author: Wade Bradley Kelly
Page count: 143
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