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- Creators: Arizona State University
Description
In this study, the posts and interactions on a social media site for sexuality and/or gender questioning adolescents were analyzed in order to explore how online spaces contribute to identity development and exploration for this community. Fifty posts, pulled from two Reddit threads, were assessed to determine how questioning adolescents were discussing and questioning their sexual and/or gender identity. The replies of the postee to comments from others were also analyzed to further explore responses to and engagement with other members of the LGBTQ+ community. Using a thematic analysis, it was determined that questioning youth were using Reddit as a means of getting advice, help, explanation, and clarification about their identities and labels they could self-identify as. It was also determined that identities were positively impacted and informed through engagement with others through the exchange of supportive comments and advice. This data suggests that social media can provide positive and supportive safe spaces for identity development and a sense of shared community. However, the significance of the anonymity provided by social media sites is an important part of this provision. It is recommended that further research be done within this framework in order to assess how identity exploration occurs on multiple social media platforms, with an emphasis on the earlier aspects of identity formation given that the focus to date has been primarily on the specific process of coming out.
ContributorsArcher, Katie (Author) / Mean, Lindsey (Thesis advisor) / Cayetano, Catalina (Committee member) / Taylor, Jameien (Committee member) / Arizona State University (Publisher)
Created2021
Description
How do Queer Black Women make sense of their experiences within educational settings? How do they engage in space-making? How do educational settings protect Black Queer Women's bodies? Through a series of in-depth interviews with individuals that identify as, are labeled by others as, or previously identified as Queer Black Women, I found that participants understood their lived experiences intersectionality and understood their experiences in educational settings as critical to their self-development. Participants described race, sexuality, and gender as overlapping systems of oppression that negatively affected their experiences within educational settings. Not only did participants experience discrimination due to their race or gender, but also due to their sexuality. This seen and/or invisible identity leads them to experience multiple axes of oppression, not only inflicted by peers and teachers, but also the institutions. The findings have implications for theories of intersectionality and queer of color critique.
ContributorsMelendez-Mayfield, Amina (Author) / Charron-Chenier, Raphael (Thesis advisor) / Lopez, Vera (Committee member) / Garcia, Rocio (Committee member) / Arizona State University (Publisher)
Created2022
Description
This dissertation features three pieces of scholarship which showcase and demonstrate an ethic of queerness for engineering education research (EER). The concept of an ethic of queerness is introduced and constructed in Chapter 1 using tenets from the philosophy of pragmatism, systems thinking, critical theory, and the personal and collective experiences of queered communities immersed in normative spaces, such as engineering and engineering education. Chapter 2 is a scoping literature review on the state of research on the LGBTQIA+ engineering student experience compared to other relevant fields, revealing that EER is still nascent on the topic. Chapter 3 leverages arts-based qualitative inquiry to explore the opportunities and limitations of mixed-initiative creative interfaces (MICIs) when used as a tool for self care by queer(ed) subjects. Chapter 4 connects Patricia Hill Collins’ insider/outsider paradox framework to recent engineering education research through collaborative autoethnographies, illuminating the ways in which normative, oppressive social discourses are embedded within the EER system. Although Chapters 2-4 feature their own unique methodology and topic of inquiry, they are united through a motivation to deconstruct and re-imagine sociotechnical systems throughout engineering and EER through the lens of radical queerness. Chapter 5 summarizes how each of the prior chapters aligns with queerness as an ethic and explores avenues of future work from this dissertation. More specifically, each chapter represents a way of queering engineering education research methodology through the embrace of ambiguity and ephemerality, particularly with regard to the ways in which the author’s subjectivity and relationality to the roles of researcher, student, engineer, and engineering education researcher emerged throughout their doctoral education.
ContributorsJennings, Madeleine (Author) / Kellam, Nadia (Thesis advisor) / Jayasuriya, Suren (Thesis advisor) / Roscoe, Rod (Committee member) / Brunhaver, Samantha (Committee member) / Arizona State University (Publisher)
Created2023
Description
Lesbian, gay, bisexual, transgender and queer (LGBTQ+) individuals experience a variety of types of representation, particularly in media outlets. While the quantity of such representations is steadily increasing, research must continue to examine the content of representations as they become available. This examination is important as much of society is determined by discourses presented in media outlets. Further, media often produces and reproduces dominant narratives about minority groups. Television is one arena where individuals come to learn about themselves and others. Particularly, the sitcom genre can be useful for figuring out how to deal with real-world issues in a humorous and entertaining way. However, the humor of sitcom does not exclude it from the meaning-making and identity-formation systems present in television and media, more broadly. Thus, this study investigates the discourses surrounding LGBTQ+ representation in the Canadian sitcom Schitt’s Creek through critical and rhetorical discursive analyses while also applying principles of queer theory throughout. Results indicate while Schitt’s Creek does many things well in terms of its representation of LGBTQ+ individuals, problematic stereotypes still often remain. In other words, Schitt’s Creek breaks from typical LGBTQ+ representation found in sitcoms, but often still embodies dominant cultural narratives used to degrade, restrict, and punish LGBTQ+ individuals. This is particularly evident as one examines the ways Schitt’s Creek often falls into heteronormative standards and continually polices the sexual nature of LGBTQ+ individuals to display a safe and comfortable version of homosexuality. Therefore, Schitt’s Creek may often and unknowingly reinforce the heteronormative hegemonies it seeks to break from.
ContributorsKiourkas, Steffanie M (Author) / Mean, Lindsey (Thesis advisor) / Walker, Michael (Committee member) / Gruber, Diane (Committee member) / Arizona State University (Publisher)
Created2023
Description
The theoretical basis of the proposed study is drawn from an ecological-transactional (Lynch & Cicchetti, 1998) systems approach to development, which focuses on contexts, and correspondingly, overlays the gender affirmative model’s (GAM) transactional model of support (Keomeier & Ehrensaft, 2018) to reveal protection in the school ecology. Combining these two approaches provides unique insights into protective factors in the school ecology, distinct from developmental systems approaches driven by the minority stress model (Meyer, 2003), which are designed to highlight the multidimensional quality of risk (Eisenberg et al., 2019). The dissertation had two central aims: 1) to report on the development of the Gender Affirmative School Climate (GASC) scale, a self-report survey designed to capture high school climate specific to the domain of gender, and 2) to explore how gender affirmative school climate (GASC) relates to student self-esteem and school belongingness. Unique from risk factors approaches the central aims sought out to identify protective factors within a developmental system ecology of the high school context.In two pilot studies (N=12; N=758; trans = 413, non-trans = 344) and primary study (N=813; trans = 482, non-trans = 328) results for scale development provide evidence to validate assumptions that the proposed (GASC) construct captures what was intended, that is, school climate specific to the domain of gender. However, measurement invariance procedure showed that not all items operated equivalently across trans and non-trans groups, and confirmed that the proposed scale meets criteria for “weak measurement invariance”. High school students that reported more positive school climate reported lower self-esteem scores. Only one protective moderator was consistent with hypotheses: More feelings of similarity to peer group gender (boys) emerged as a protective factor for transgender identified high schoolers attenuating the negative relationship between perceptions of school climate and self-esteem. Latent measurement models for each gender group demonstrated that the school belongingness construct is highly related to the proposed (GASC) construct. This demonstrated domain overlap with “feelings of school belongingness” signals that the proposed scale showed good convergent validity. The results provide insight about ways high schools can be pro-active to promote a healthier school climate for transgender students.
ContributorsScrofani, Stephan (Author) / Martin, Carol L. (Thesis advisor) / DeLay, Dawn (Thesis advisor) / Lindstrom-Johnson, Sarah (Committee member) / Low, Sabina (Committee member) / Arizona State University (Publisher)
Created2023
Description
Black LGBTQ people living in Des Moines, Iowa face challenges living at the intersection of Blackness and LGBTQ status. Critical race theory helps situate the context for understanding the lived experiences of Black LGBTQ individuals within broader systems, exposing the impact of societal expectations on identity formation and resources available to community members. Four interviewees shared their ideals and areas of opportunity that exist to strengthen resources available to Black LGBTQ people living in Iowa. This research study used an action research methodology paired with counternarrative analysis to guide the interview process. Thematic analysis was used to identify themes within and across participant interviews. Each of the interviews was edited into a podcast episode for the researcher’s ‘Porch Tea w/Destinee’ podcast. The overarching themes that emerged from the podcast were that (1) navigating Blackness within Iowa communities is a challenge and (2) community learning is essential to understanding identities and lived experiences.
ContributorsWoodris, Destinee (Author) / Gee, Elisabeth (Thesis advisor) / Zinnel, Daniel (Committee member) / Wolf, Leigh (Committee member) / Arizona State University (Publisher)
Created2022
Description
Intimate partner homicide (IPH) is the most serious consequence of intimate partner violence (IPV). Current research on IPH focuses primarily on relationships in a heterosexual binary when men perpetrate violence against female partners or vice versa. Those in same-sex relationships that fall outside of this lens have not received much attention in criminological research. The current study utilizes data from the Preventing and Assessing Intimate Partner Homicide Risk (PAIR) Studies, on three same-sex IPHs to examine the characteristics and contexts of these homicides, as well as the perceptions of others. In order, to understand characteristics that are specific to those in same-sex relationships, a case study was conducted utilizing thematic analysis to identify recurring themes or patterns in the cases. Five themes became evident through analysis including: power and control, undertreated mental illness, cultural lag, overkill, and repeat offending. The results from this study indicate that same-sex intimate partner homicides share similar characteristics and contexts with opposite-sex IPH, regardless of the relationship dyad. However, based on the relationship dyad the manifestations and context of IPV leading to IPH differ. Future research must be conducted to determine the motivations leading to, and the impact gender roles have on same-sex IPH.
ContributorsSwisher, Carson (Author) / Pizarro, Jesenia (Thesis advisor) / Messing, Jill (Committee member) / Fradella, Henry F. (Committee member) / Arizona State University (Publisher)
Created2022
Description
Much of the literature around coming out narratives is concerned with monosexual coming out experiences. While some recent literature has expanded to include discussions of non-monosexual experiences, there is a lack of research surrounding the coming out narratives of non-monosexual individuals specifically. This thesis aims to investigate such coming out narratives. The coming out narrative genre as a whole has been examined by several researchers across several years, highlighting a variety of monosexual coming out experiences. This project aims to utilize past research of coming out narratives to build a framework of common themes within the genre and employ this framework as a basis of comparison between monosexual and non-monosexual coming out narratives. Since the experiences of non-monosexual members of the queer community are not being looked at within the coming out narrative genre, it is crucial to highlight non-monosexual experiences in narrative research such as this. Data for this study comes from several publicly available online coming out narratives from YouTube, with the final total equaling 12 narratives. This study finds that there are distinct differences between the coming out narratives of monosexual and non-monosexual narratives and, as such, provides evidence of unique lived experiences for non-monosexual individuals when coming out.
ContributorsHill, Taylor (Author) / Prior, Matthew (Thesis advisor) / SturtzSreetharan, Cindi (Thesis advisor) / Himberg, Julia (Committee member) / Arizona State University (Publisher)
Created2022
Description
The transgender community is often targeted by hate crimes at greater levels thananyone else under the LGBTQAI+ umbrella but the true scope of the epidemic is far from
understood due to dramatically low rates of reported hate crimes. The current study seeks
to understand the relationship between transgender people and authorities through an indepth
analysis of historical and current trends in reporting GIB hate crimes. In
conjunction, I apply the notion of regional identity to hypothesize which US region(s)
will have the highest rates of GIB inclusive policies based on their historical identities
and socio-political underpinnings. I posit the Pacific, Mountain, New England, and Mid
Atlantic (West and Northeastern) regions will have the highest rates of protection for
transgender people from 2013-2019. Additionally, I assert there will be a moderate (0.2-
0.4 correlation coefficient) to high (0.4+ correlation coefficient) correlation between GIB
inclusive policies and reported rates of violence. A simple linear regression found a high
correlation (.934) between regional political identities and their rate of enacted GIB
policies. Furthermore, based on the annual report data provided by the FBI, the regions
with the highest tallies of GIB inclusive policies were the same regions with the highest
rates of reported GIB hate crimes with an average of 0.537 over a seven-year time span.
This study provides evidence that regional socio-political underpinnings directly affect
policy enacted regarding GIB protections and that those policies are aligned with higher
rates of reported violence.
ContributorsMiller, Kassandra Elizabeth (Author) / Comstock, Audrey (Thesis advisor) / Goksel, Nisa (Committee member) / Kramer, Zachary (Committee member) / Arizona State University (Publisher)
Created2021
Description
This thesis explores the creation of queer community and embodied connection through physical and digital spaces during Covid-19. The BodySleuth Project was an experiment in prototyping social somatic experiences - discovering the limitations and possibilities for technology to deepen social camaraderie and self awareness through movement. The BodySleuth Project was a transmedia dance theater game that incorporated live and pre-recorded performances and real time interactivity across a virtual world. Characters or “Guardians” acted as movement guides and story facilitators across the Gather.Town landscape of Rolyrbee Island. Players worked together across time zones and geographical space in their own homes to uncover tactile and digital clues and explore their own bodies. Participants occupied a completely queer universe that has been designed for and by an LGBTQIA+ community.
ContributorsLindegren, Ri (Author) / Standley, Eileen (Thesis advisor) / Rajko, Jessica (Thesis advisor) / Coleman, Grisha (Committee member) / Hayes, Lauren (Committee member) / Pinholster, Jake (Committee member) / Arizona State University (Publisher)
Created2021