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The Social-Emotional Development of Black LGBTQ+ Youth: An Intersectional Narrative Analysis
The Social-Emotional Development of Black LGBTQ+ Youth: An Intersectional Narrative Analysis
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211153102
- ISBN
- 9798384087830
- DDC
- 150
- 저자명
- Johnson, Kyanna.
- 서명/저자
- The Social-Emotional Development of Black LGBTQ+ Youth: An Intersectional Narrative Analysis
- 발행사항
- [Sl] : The Ohio State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 181 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-04, Section: B.
- 주기사항
- Advisor: Graves, Scott L.
- 학위논문주기
- Thesis (Ph.D.)--The Ohio State University, 2024.
- 초록/해제
- 요약The purpose of this study was to analyze the role of intersectional oppression in the social-emotional development of Black LGBTQ+ youth. Three research questions guided this study: (1) How does the intersection of race and sexuality/gender expression play a role in social-emotional development components for Black LGBTQ+ youth?; (2) How do Black LGBTQ+ individuals discuss their schooling experiences as influential to their identity development?; and (3) What supports do Black LGBTQ+ youth need in school settings to promote positive social-emotional development? To answer these questions, this study utilized narrative inquiry as its methodology (Josselson & Hammack, 2021), and was further guided by the tenets of Intersectionality as theory (Collins, 1990; Duran et al., 2020).Four participants, who identified both as Black and a member of the LGBTQ+ community and was also currently enrolled in a graduate program related to education or psychology, took part in this study. By engaging in storytelling, participants shared their perceptions of their social-emotional development as a child. Findings show that Black LGBTQ+ youth display a varied presence of social emotional skills that are influenced by the marginalization they have faced due to their race and sexuality/gender expression. Themes found in data analysis reflect skills related to core social-emotional competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Participants discussed tools and supports necessary for positive social-emotional development for marginalized youth. Implications for research and for practice are discussed.
- 일반주제명
- Psychology
- 일반주제명
- Education
- 일반주제명
- LGBTQ studies
- 일반주제명
- Sexuality
- 일반주제명
- Black studies
- 키워드
- Black LGBTQ+
- 기타저자
- The Ohio State University Educational Studies
- 기본자료저록
- Dissertations Abstracts International. 86-04B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■040 ▼aMiAaPQ▼cMiAaPQ
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■1001 ▼aJohnson, Kyanna.
■24510▼aThe Social-Emotional Development of Black LGBTQ+ Youth: An Intersectional Narrative Analysis
■260 ▼a[Sl]▼bThe Ohio State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a181 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-04, Section: B.
■500 ▼aAdvisor: Graves, Scott L.
■5021 ▼aThesis (Ph.D.)--The Ohio State University, 2024.
■520 ▼aThe purpose of this study was to analyze the role of intersectional oppression in the social-emotional development of Black LGBTQ+ youth. Three research questions guided this study: (1) How does the intersection of race and sexuality/gender expression play a role in social-emotional development components for Black LGBTQ+ youth?; (2) How do Black LGBTQ+ individuals discuss their schooling experiences as influential to their identity development?; and (3) What supports do Black LGBTQ+ youth need in school settings to promote positive social-emotional development? To answer these questions, this study utilized narrative inquiry as its methodology (Josselson & Hammack, 2021), and was further guided by the tenets of Intersectionality as theory (Collins, 1990; Duran et al., 2020).Four participants, who identified both as Black and a member of the LGBTQ+ community and was also currently enrolled in a graduate program related to education or psychology, took part in this study. By engaging in storytelling, participants shared their perceptions of their social-emotional development as a child. Findings show that Black LGBTQ+ youth display a varied presence of social emotional skills that are influenced by the marginalization they have faced due to their race and sexuality/gender expression. Themes found in data analysis reflect skills related to core social-emotional competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Participants discussed tools and supports necessary for positive social-emotional development for marginalized youth. Implications for research and for practice are discussed.
■590 ▼aSchool code: 0168.
■650 4▼aPsychology
■650 4▼aEducation
■650 4▼aLGBTQ studies
■650 4▼aSexuality
■650 4▼aBlack studies
■653 ▼aBlack LGBTQ+
■653 ▼aSocial emotional development
■653 ▼aNarrative inquiry
■653 ▼aIntersectionality
■653 ▼aEducational studies
■690 ▼a0621
■690 ▼a0515
■690 ▼a0211
■690 ▼a0325
■690 ▼a0492
■71020▼aThe Ohio State University▼bEducational Studies.
■7730 ▼tDissertations Abstracts International▼g86-04B.
■790 ▼a0168
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164913▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
