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

• Author / Creator

  Kelly, Wade B

• 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.

• Subjects / Keywords

  • Feminism
  • Transphobia
  • Change
  • Lesbian
  • Trans-identified
  • Agency
  • Northern
  • QSA
  • Grassroots
  • LGBT
  • Homophobia
  • Gay
  • Gender
  • Case Study
  • Homosexual
  • Social and Cultural Conditions
  • Heteronormativity
  • SGM
  • Social Justice
  • Queer
  • Resilience
  • Sexual Orientation and Gender Identity
  • Rural
  • Students
  • Equality
  • Social Activism
  • Focus Groups
  • K-12
  • School
  • GLBT
  • LGBTTQ
  • Heteronormative
  • Queer Theory
  • Poststructural Feminism
  • SOGI
  • Education
  • GSA
  • Gay Straight Alliance
  • Adult Education
  • Sexual Orientation
  • Teachers
  • Professional Development
  • Qualitative
  • Trans
  • Heterosexism

• Graduation date

  Fall 2012

• Type of Item

  Thesis

• Degree

  Master of Education

• DOI

  https://doi.org/10.7939/R3XX3P

• License

  This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.