Understanding the Writing Practices of Five Young Adults Self-Identifying on the Lgbtq Spectrum
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WRITING MATTERS: UNDERSTANDING THE WRITING PRACTICES OF FIVE YOUNG ADULTS SELF-IDENTIFYING ON THE LGBTQ SPECTRUM A dissertation submitted to the Kent State University College and Graduate School of Education, Health and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy by Karen Andrus Tollafield August 2016 © Copyright, 2016 by Karen Andrus Tollafield All Rights Reserved ii A dissertation written by Karen Andrus Tollafield B.A., Kent State University, 1981 M.Ed., Cleveland State University, 1983 Ph.D., Kent State University, 2016 Approved by __________________________________, Director, Doctoral Dissertation Committee William Kist __________________________________, Member, Doctoral Dissertation Committee Alexa L. Sandmann __________________________________, Member, Doctoral Dissertation Committee Christa Boske Accepted by __________________________________, Director, School of Teaching, Learning Alexa L. Sandmann and Curriculum Studies __________________________________, Interim Dean, College of Education, Health Mark Kretovics and Human Services iii TOLLAFIELD, KAREN ANDRUS, Ph.D., August 2016 TEACHING, LEARNING AND CURRICULUM STUDIES WRITING MATTERS: UNDERSTANDING THE WRITING PRACTICES OF FIVE YOUNG ADULTS SELF-IDENTIFYING ON THE LGBTQ SPECTRUM (451 pp.) Dissertation Director: William Kist, Ph.D. The purpose of this qualitative study was to further the understanding of how LGBTQ self-identified young adults perceive using writing and various forms of self-expression. Naturalistic inquiry case study was applied to explore the participants’ experiences with writing/self-expression by addressing the following questions: (a) What are the experiences of LGBTQ self-identified young adults with writing/self-expression in and out of the K–12 classroom and beyond? (b) In what ways are a variety of modes and genres of writing used in the LGBTQ youth/young adult community? Specifically, this study focused on investigating these questions through the lens of Nel Noddings’ Ethics of Care to determine whether these individuals utilized writing or other forms of expression as a self-care tool. Participants were five young adults between the ages of 18–25 who self-identified on the LGBTQ spectrum. Multiple data were collected: journal entries, poetry, essays, articles, photographs, drawings, and two 1-hour interviews with each participant. Results revealed that LGBTQ students often experience a disruption in the carer-cared for relationship between teachers and students and may turn to writing and other multi-modal forms of self-expression on their own as a means of self-care. The implications for research and instruction highlight the use of choice and a multi-modal approach to writing/composing in schools would be beneficial to all students. ACKNOWLEDGMENTS In some ways, this is the most difficult part to write. How do you begin to thank the people in your life who guided you, supported you, and celebrated with you all along the way? Completing my doctoral studies and obtaining a Ph.D. was a long-held dream and something I never thought would actually come to life. Not until I was near completion of a 30-year career in teaching and raised two wonderful children, did I feel the time was right to begin this journey. Oh, what a journey it has been! Professionally, it really began when I decided to enroll in the Northeast Ohio Writing Project and met an inspiring mentor named Dr. Nancy McCracken. Nancy saw something in me and encouraged me to push myself further than I’d ever gone. With her trusty co-director, Dr. Anthony Manna, and the personal mentor they assigned to me, Dr. Deb Debendecitis, I not only flew, I soared. My experiences with the writing project led to the eventual publication of my first journal article and joining the board of the Ohio Council of Teachers of English Language Arts. It really wasn’t until Dr. Alexa Sandmann entered the picture and put the bug in my ear about considering entering a doctoral program, did I even think about it as real possibility. Once in the program, I met the person who would become my dissertation director, Dr. William Kist. I consider him to be my mentor, my guide, and my friend. His enthusiasm for my not so typical dissertation topic, his guidance throughout this journey, and his fabulous sense of humor, have helped make this experience one of the best in my professional life. iv I would like to thank the members of my dissertation committee, Dr. Alexa Sandmann, Dr. Christa Boske and Dr. Mark Bracher, for their support and mentorship. Additionally, I would like to thank Dr. Daniel Nadon who, while not on my committee, was a mentor early on as I began to focus on my topic. None of this would have been possible without the love and support my family has given me. First, my husband, Mark. I am lucky to have had such a wonderful, supportive partner by my side for 37 years and I look forward to many more years together. To my children and their spouses, Amy and Luke / Jeff and Nicole, you are simply the best family anyone could ask for. My parents, Don and Carole Andrus, showed me what unconditional love and support look like and instilled in their children the importance of education. I am lucky to also have the love and support of many members of my extended family and I thank them. I would absolutely not have finished this dissertation without the support of some very special friends on the inside. I learned much from many of my doctoral colleagues I met along the way, but there has been no better support system than my self-study buddies and confidants, Rachel Foot, Dr. Katherine Batchelor, and Chad Everett Allan, who have become three of my closest friends. From marathon text threads in the late night hours, to important wine time, they have been there every step of the way and I am thankful to have them in my life. I also need to acknowledge some very special friends who have supported me from the outside. They have been in my life for several decades and have always asked v how I was doing and offered support and celebration all along the way. Thank you to Virginia McCormac and Ann and Mo Motayar. Your friendship means everything. I would also like to mention a special teacher in my life who started me on the path to an overwhelming love of learning and I think of her often. I wish she were here to celebrate with me. Thank you, dear Alice Hengesbach, my first grade teacher. I would be remiss if I did not thank all of the many new friends and colleagues in the LGBTQ organizations with which I am now affiliated. I look forward to continuing to work alongside you as we strive to make this world a safer place. vi TABLE OF CONTENTS Page ACKNOWLEDGMENTS ................................................................................................. iv LIST OF FIGURES .......................................................................................................... xii LIST OF TABLES ........................................................................................................... xiv CHAPTER I. INTRODUCTION ......................................................................................................... 1 Background ..............................................................................................................1 Statement of the Problem .........................................................................................5 Purpose of the Study ................................................................................................6 Research Questions ..................................................................................................8 Definitions................................................................................................................8 Gender and Sexual Orientation .........................................................................8 Literacy and Related Terms ............................................................................11 Ethics of Care .................................................................................................12 Assumptions ...........................................................................................................13 Significance of the Study .......................................................................................14 Summary ................................................................................................................15 II. REVIEW OF THE LITERATURE ............................................................................. 16 LGBTQ Issues .......................................................................................................18 Modern Gay Rights Movement: A Brief History ...........................................19 Stonewall .............................................................................................. 21 Dissension within the ranks ................................................................. 21 Society Today .................................................................................................22 Differing theories ................................................................................. 23 Religion ................................................................................................ 25 Media.................................................................................................... 26 Legal issues .......................................................................................... 26