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Understanding the School Experience of Recent LGBTQ+ Graduates in the Dominican Republic’S Education System

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Understanding the School Experience of Recent LGBTQ+ Graduates in the Dominican Republic’S Education System Western Michigan University ScholarWorks at WMU Dissertations Graduate College 4-2020 Understanding the School Experience of Recent LGBTQ+ Graduates in the Dominican Republic’s Education System Rossina Matos Western Michigan University, [email protected] Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Elementary Education Commons, Secondary Education Commons, and the Student Counseling and Personnel Services Commons Recommended Citation Matos, Rossina, "Understanding the School Experience of Recent LGBTQ+ Graduates in the Dominican Republic’s Education System" (2020). Dissertations. 3603. https://scholarworks.wmich.edu/dissertations/3603 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. UNDERSTANDING THE SCHOOL EXPERIENCE OF RECENT LGBTQ+ GRADUATES IN THE DOMINICAN REPUBLIC’S EDUCATION SYSTEM by Rossina Matos A dissertation submitted to the Graduate College in partial fulfillment of the requirements for the degree of Doctor of Philosophy Educational Leadership, Research, and Technology Western Michigan University April 2020 Doctoral Committee: Patricia Reeves, Ed. D., Chair D. Eric Archer, Ph.D. Sarah Bryan, Ph.D. Copyright by Rossina Matos 2020 UNDERSTANDING THE SCHOOL EXPERIENCE OF RECENT LGBTQ+ GRADUATES IN THE DOMINICAN REPUBLIC’S EDUCATION SYSTEM Rossina Matos, Ph.D. Western Michigan University, 2020 Studies show that, in general, schools fall short when it comes to serving LGBTQ+ students, sometimes even ignoring the situations regarding bullying, homophobia, biphobia, transphobia, and heterosexism that arise. The detrimental effects of repressive, homophobic, biphobic, transphobic, and other marginalizing school environments on LGBTQ+ students are well-documented in the research. However, the limited research available on the school experiences of LGBTQ+ students in Dominican K-12 schools suggests the country could benefit from examining the breadth and depth of the reality of LGBTQ+ students in its schools. The purpose of this transcendental phenomenological study was to explore the lived experience of recent graduates in the K-12 Dominican education system. This study aimed to explore how these students derived meaning from their experiences and how these experiences had shaped who they are today and how they are living their lives. Participants included 12 individuals who identify as LGBTQ+ and graduated from the Dominican education system in the last decade. Data was collected through in-depth narrative interviews and a participant demographic form and was analyzed using Moustakas’ (1994) modification of Van Kaam’s (1959, 1966) method of analysis of phenomenological data. Findings suggest LGBTQ+ individuals in the DR need to adjust to home, school, and societal expectations. At home, participants encountered hardships and lack of support and acceptance. In school, participants were bullied and harassed. Schools lacked inclusive and protective policies for LGBTQ+ individuals and proper sex education. Additionally, schools were generally unprepared to handle the situations that arose with these students regarding their sexual or gender identity. The study findings illustrate a dissonance between the country’s espoused cultural and religious norms and the way LGBTQ+ individuals experience family, school and societal response to who they are. This study is the first to examine the school experience of LGBTQ+ individuals in Dominican K-12 schools. The study suggests further research on the long-term impact these school experiences have on LGBTQ+ individuals in the country, and on the lived experiences of families with LGBTQ+ individuals and educational institutions with LGBTQ+ students. The study also suggests research to determine why policymakers, administrative personnel, and teachers are ill prepared to address bullying and discrimination on the basis of sexual and gender identity. “A man dies when he refuses to stand up for that which is right. A man dies when he refuses to stand up for justice. A man dies when he refuses to take a stand for that which is true.” Martin Luther King Jr. DEDICATION To my angels— I will always wonder who you would have been. To my children— I want three things from you: That you do all things in love. That you be authentic. That you be true to yourselves. ACKNOWLEDGMENTS This study led me to engage in constant self-reflection as a mother, daughter, sister, wife, teacher, school administrator, and as a researcher. Most of all, this study led me to self-reflect as a human being. It made me access privileges I did not even know I had. It helped me to become aware of these privileges. I have grown, personally and professionally. I have learned who I am throughout these years of study. I have found myself. I am human. I strive to be mindful. I am an empathic soul, a justice-seeker... a human rights activist. It would have been impossible to complete this dissertation without the guidance and wisdom of my advisor, Dr. Patricia Reeves. Your energy, positivity, motivation, and words of encouragement saw me through. Thank you for passion and your faith in me. Dr. Archer, thank you for challenging me and for demanding the best of me. Dr. Bryan, thank you for your time and knowledge. I am thankful for the organizations that work in favor of the LGBTQ+ community in our country. I am especially thankful for Diversidad Dominicana, for having supported much of the existing literature to this date about LGBTQ+ community in the DR and for having helped me to recruit my study participants. I am eternally grateful for the United Nations Development Programme (UNDP) in the country, who invited me to share my perspectives on this topic in their 2019 National LGBTI Dialogue, for their commitment to sharing current and updated information about LGBTQ+ individuals worldwide, and for also helping me to recruit participants. ii Acknowledgments—Continued To my co-researchers: I have said this before and will say it again to all of you who so willingly and selflessly shared your story: to do so in an effort to possibly help others makes you great. Thank you for being vulnerable with me, thank you for your courage and honesty, thank you for opening up the deepest and most honest parts of yourselves. You made this study possible. To all LGBTQ+ students: I see you. I honor you. I am in awe of your courage and strength. I hope you see me as a safe place, a helping hand, a shoulder to lean on. To my friends: Thank you for putting up with me for the past five years. Thank you for your kind words, the many times you sent inspiration my way, for letting me vent to you, and for the pictures you took of my children at birthday parties. To my Ph.D. sisters, Laura, Mary Francis, and Nidia: our sisterhood is beyond this title. I am forever grateful to have been on this journey with souls as beautiful as yours. If I am here today it is because of your support, encouragement, and peer reviews. To my family: I have learned from and with you love, patience, and understanding. If I know the meaning of the word solidarity, it is thanks to you. Thank you for being welcoming and embracing of all. To my husband: I’m sorry you married an activist, but I am grateful you let me be. I admire your uplifting spirit, your strength, and perseverance. Doing life with you is a privilege I do not take for granted. iii Acknowledgments—Continued To my children: in the words of A. Earhart: “you have taught me to be.” Your presence gives my life purpose. If I fight for a more loving and fairer world, it is for and because of you. Rossina Matos iv TABLE OF CONTENTS ACKNOWLEDGMENTS ............................................................................................................ ii CHAPTER ONE: INTRODUCTION .......................................................................................... 1 Background ............................................................................................................................... 3 Problem Statement .................................................................................................................. 13 Purpose Statement & Research Questions .............................................................................. 15 Significance of Study .............................................................................................................. 16 Conceptual Framework and Narrative .................................................................................... 17 Chapter Summary ................................................................................................................... 19 CHAPTER TWO: LITERATURE REVIEW ............................................................................ 21 Definition of Terms ................................................................................................................ 21 Queer Theory .......................................................................................................................... 31 LGBTQ+ Student Experiences in K-12 Schools in the US and Canada ................................ 36 The Latin American and Caribbean Context .......................................................................... 40 The Dominican Context .........................................................................................................
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