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The Pennsylvania State University the Graduate School College Of The Pennsylvania State University The Graduate School College of Education "FOR PEOPLE WHO AREN'T SURE WHO THEY ARE, THEATRE IS A GREAT PLACE TO BE": NARRATIVES OF ACTORS AND THEIR SEXUAL IDENTITIES A Dissertation in Adult Education by Theodore Edward McCadden, Jr. © 2015 Theodore Edward McCadden, Jr. Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education May 2015 ii The dissertation of Theodore E. McCadden, Jr. was reviewed and approved* by the following: Robin Redmon Wright Assistant Professor of Adult Education Dissertation Adviser Chair of Committee Edward W. Taylor Professor of Adult Education Holly L. Angelique Professor of Community Psychology Adam R. Gustafson Instructor in Music Elizabeth J. Tisdell Professor of Adult Education Doctoral Program Coordinator *Signatures are on file in the Graduate School. iii ABSTRACT This narrative study seeks to understand the relationship between the practice of acting and sexual identity in non-heterosexual male actors. The study applies two lenses of analysis, a narrative analysis following Clandinin and Connelly (2000), and a constant-comparative analysis, and presents the data in those two distinct lenses. This study examines the narratives of nine male actors in early adulthood through middle age, and of diverse ethnic backgrounds. Framed in D'Augelli's (1994) lifespan developmental model of sexual identity, the data in this study illustrate several relevant themes that emerge in the narrative analysis. First, participants reported that theatre can be a safe space for sexual identity exploration in its openness and the propensity for actors to be more emotionally astute. Participants described theatre as a site for understanding relationships within several contexts: mentoring, family, romance, and a community of support. For many participants, theatre was a site of embodied learning, through the use of the voice and movement, as well as the performance of gender. Finally, participants framed acting as a politic, and described ways in which they've come to understand power and positionality through their art, and how they have reacted to that understanding through both mainstream and activist theatre. The analysis and discussion of the data bridges the gap in empirical literature between adult development and the experience of acting by framing acting within several relevant adult education concepts: acting as a community of practice, acting as an embodied experience, acting as a site of sociopolitical action, and acting as a safe space for identity exploration and development. Each theme is presented in parallel with D'Augelli's model to illustrate the connection between the adult education themes and the processes within the model. The data confirm the theoretical model and support its relevance in a contemporary zeitgeist, while iv challenging some shortcomings in the model: the linear, unidirectional concept of sexual identity, and the absence of a practical illustration of the role of cultural intersectionality on sexual identity development. v TABLE OF CONTENTS LIST OF FIGURES ..................................................................................................................... viii ACKNOWLEDGMENTS ............................................................................................................. ix CHAPTER ONE ............................................................................................................................. 1 Background and Review of the Literature .................................................................................. 4 Theoretical Framework ............................................................................................................... 9 Problem Statement .................................................................................................................... 11 Purpose of the Study ................................................................................................................. 13 Research Methodology .............................................................................................................. 14 Definitions of Key Terms .......................................................................................................... 15 Significance of the Study .......................................................................................................... 16 Assumptions and Limitations .................................................................................................... 17 Postlude ..................................................................................................................................... 19 CHAPTER TWO .......................................................................................................................... 20 Setting the Context .................................................................................................................... 20 Research Questions ................................................................................................................... 21 Adult Development ................................................................................................................... 22 Biological Development ........................................................................................................ 24 Psychological Development .................................................................................................. 24 Sociocultural Models ............................................................................................................. 26 Integrative Theories ............................................................................................................... 26 Adult Development as Learning ............................................................................................ 27 Identity Development ................................................................................................................ 29 Sexual Identity........................................................................................................................... 33 Sexual Identity Development Models ................................................................................... 35 Theoretical Framework--Lifespan Developmental Model .................................................... 39 Processes of Development ..................................................................................................... 42 vi Empirical Support for the Model ........................................................................................... 46 Critiques of the Model ........................................................................................................... 47 Addressing the Critiques-ADRESSING Framework ............................................................ 48 Summary of Theoretical Framework ........................................................................................ 50 Queer Theory............................................................................................................................. 51 Performance of Gender ............................................................................................................. 54 Embodied Learning ................................................................................................................... 57 Perspectives on Acting .............................................................................................................. 63 A Culminating Example-The Rocky Horror Show ................................................................... 73 Implications for the Research Questions ................................................................................... 75 CHAPTER THREE ...................................................................................................................... 79 Qualitative Research Paradigm ................................................................................................. 79 A Narrative Research Design .................................................................................................... 82 Background of the Researcher .................................................................................................. 88 Participant Selection .................................................................................................................. 91 Data Collection .......................................................................................................................... 93 Data Analysis ............................................................................................................................ 96 Trustworthiness of the Data .................................................................................................... 101 Chapter Summary .................................................................................................................... 107 CHAPTER FOUR ....................................................................................................................... 108 Everyone in Theatre Gets to Be Someone Else....................................................................... 109 For Me, It's all about Storytelling ........................................................................................... 121 I Was in Theatre--'Gay' Came with the Territory ...................................................................
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