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DISCOVERING THE SOURCES OF IMPACT OF COLLEGE
ON LGBTQ STUDENTS’ IDENTITY DEVELOPMENT
AND MAPPING THOSE EXPERIENCES
by
Kimberlee A. Woods
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements of the Degree
DOCTOR OF EDUCATION
May 2009
Copyright 2009 Kimberlee A. Woods
Object Description
| Title | Discovering the sources of impact of college on LGBTQ students' identity development and mapping those experiences |
| Author | Woods, Kimberlee A. |
| Author email | kimw@centerlb.org; RaeAdair@yahoo.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Psychology & Technology) |
| School | Rossier School of Education |
| Date defended/completed | 2009-01-16 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-03-26 |
| Advisor (committee chair) | Goodyear, Rodney |
| Advisor (committee member) |
Andres, Mary Tuitt, Donahue |
| Abstract | Despite the growing visibility of Lesbian, Gay, Bisexual, Transgender, Questioning or Queer (LGBTQ) undergraduates in colleges and universities throughout the United States, the effect of college experiences on the development of identity for this subgroup of students has been little studied. In a two-phase mixed methods study, 100 LGBTQ undergraduates completed critical incident reports describing the experiences they perceived to be most influential on their developing sense of self. From these incidents, raters identified categories of experience that reflected issues integral to sexual and student identity. The most prominent categories identified were Experiencing Acceptance after Coming Out and Experiencing the Support of Others which were on the positive end of the positive rating scale and Experiencing Homophobia, Experiencing Biphobia and Feeling Judged or Labeled by Others which appeared on the negative end of the same rating scale. The categories were assigned similarity ratings by study participants and were analyzed using multidimensional scaling (MDS). A two dimensional scale was used with Dimension 1 labeled as External versus Internal Processes and Dimension 2 as Finding Support through Others versus Acceptance of Self. The concept map which resulted graphically displays how LGBTQ undergraduates conceptually organize their understanding of the impact of college on their identity development. The concept map was analyzed using hierarchical cluster analysis (HCA).Three clusters were created which illustrate unity among the categories within that particular structure. These three clusters are: Life-Changing Incidents, Interactive Intimacy, and Affirmation of Self. Suggestions for further research and implications for college faculty, staff, and administration are articulated. Implications for the study include suggestions regarding development and use of support systems, potential faculty and staff trainings, course possibilities, and the need for f |
| Keyword | LGBTQ; lesbian; gay; student development; identity development; bisexual |
| Geographic subject (country) | USA |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2035 |
| Rights | Woods, Kimberlee A. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Woods-2632 |
| Archival file | uscthesesreloadpub_Volume26/etd-Woods-2632.pdf |
Description
| Title | Page 1 |
| Full text | DISCOVERING THE SOURCES OF IMPACT OF COLLEGE ON LGBTQ STUDENTS’ IDENTITY DEVELOPMENT AND MAPPING THOSE EXPERIENCES by Kimberlee A. Woods A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements of the Degree DOCTOR OF EDUCATION May 2009 Copyright 2009 Kimberlee A. Woods |
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