Date of Award

Fall 12-16-2020

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Henry Cody Miller

Abstract

LGBTQ 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.

Included in

Education Commons

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