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dc.contributor.advisorMiller, Henry C.
dc.contributor.authorEvans, Kaitlyn Mary
dc.date.accessioned2021-09-07T21:46:14Z
dc.date.available2021-09-07T21:46:14Z
dc.date.issued12/16/2020
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5265
dc.description.abstractLGBTQ students throughout the country attend schools that are not affirming or safe spaces for them. Many LGBTQ students face harassment, bullying, and general mistreatment within their school communities. Peers, educators, and school personnel often cause detrimental emotional, psychological, and physical harm to LGBTQ students. Legislation surrounding LGBTQ rights - in schools and in general - is vague, exclusionary, or even non-existent. When LGBTQ students do not feel safe and secure in their school communities, the opportunity for learning and growth is minimal. Students need spaces where they feel respected, represented, and understood. Through the introduction of GSAs, a curriculum that shows LGBTQ individuals in a positive light, and legislation that protects LGBTQ students, educators can develop LGBTQ affirming spaces for LGBTQ youth. No matter the scale of these efforts, the positive outcomes for LGBTQ students are great.
dc.subjectLGBTQ Students
dc.subjectAffirming Spaces
dc.subjectLiteracy-Based GSA
dc.subjectGenders & Sexualities Alliance
dc.subjectLGBTQ Legislation
dc.subjectEffects Of Homophobia
dc.titleCreating Affirming Spaces for LGBTQ Youth: An ELA Based Approach
dc.typethesis
refterms.dateFOA2021-09-07T21:46:14Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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