Existing in the Void: An Interpretative Phenomenological Analysis of Rural LGBTQ+ Students

Autor/inn/en	Roberts, Tangela; Roberts, Lasonja; Carpenter, Zari; Haueisen, Sarah; Jones, Aaron; Schutte, Kat; Smith, Tatyana
Titel	Existing in the Void: An Interpretative Phenomenological Analysis of Rural LGBTQ+ Students
Quelle	In: Journal of LGBT Youth, 20 (2023) 4, S.836-864 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roberts, Tangela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1936-1653
DOI	10.1080/19361653.2022.2104774
Schlagwörter	Rural Schools; LGBTQ People; At Risk Students; High School Students; Minority Group Students; Student Experience; Stress Variables; Sexual Identity; Sexuality; Undergraduate Students; Barriers; Bullying; Social Support Groups; Advocacy + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studienerfahrung; Geschlechtsidentität; Sexuelle Identität; Sexualität; Mobbing; Social support; Soziale Unterstützung; Sozialanwaltschaft
Abstract	While a growing body of literature has been devoted to addressing the lived experiences of LGBTQ+ youth, specific information related to LGBTQ+ youth in rural high schools is a topic in need of more attention. Utilizing the theory of LGBTQ+ minority stress and research specific to rural LGBTQ+ experiences, we explore the experiences of LGBTQ+ identities in rural Midwestern high schools. We investigate how LGBTQ+ students understand themselves and others within the context of their rural Midwestern high school education experiences. Finally, we use minority stress theory to frame rural LGBTQ+ student experiences as distal and proximal stressors related to the location of their minority sexual and gender identity within a rural environment. Interview data from two undergraduate and two graduate students were analyzed using interpretative phenomenological analysis. Participants describe the rural LGBTQ+ student phenomenon as consisting of four major themes: (a) affirmative experiences, (b) antagonistic experiences, (c) antithetical experiences, and (d) engaging in advocacy. Implications for practice, education, and policy are further discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01