University of the Pacific Scholarly Commons University of the Pacific Theses and Dissertations Graduate School 2018 It is better: An autoethnographic study; "why" it is and the perceived protective factors along the way Michael Dennis Cowan University of the Pacific, [email protected] Follow this and additional works at: https://scholarlycommons.pacific.edu/uop_etds Part of the Education Commons Recommended Citation Cowan, Michael Dennis. (2018). It is better: An autoethnographic study; "why" it is and the perceived protective factors along the way. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/3542 This Dissertation is brought to you for free and open access by the Graduate School at Scholarly Commons. It has been accepted for inclusion in University of the Pacific Theses and Dissertations by an authorized administrator of Scholarly Commons. For more information, please contact [email protected]. 1 IT IS BETTER: AN AUTOETHNOGRAPHIC STUDY; “WHY” IT IS AND THE PERCEIVED PROTECTIVE FACTORS ALONG THE WAY by Michael D. Cowan A Dissertation Submitted to the Graduate School In Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION Benerd School of Education Educational and Organizational Leadership University of the Pacific Stockton, CA 2018 2 IT IS BETTER: AN AUTOETHNOGRAPHIC STUDY; “WHY” IT IS AND THE PERCEIVED PROTECTIVE FACTORS ALONG THE WAY by Michael D. Cowan APPROVED BY: Dissertation Advisor: Rod P. Githens, Ph.D. Committee Member: Linda Skrla, Ph.D. Committee Member: Ronald Hallett, Ph.D. Interim Department Chair: Rod P. Githens, Ph.D. Dean of Graduate School: Thomas H. Naehr, Ph.D. 3 IT IS BETTER: AN AUTOETHNOGRAPHIC STUDY; “WHY” IT IS AND THE PERCEIVED PROTECTIVE FACTORS ALONG THE WAY Copyright 2018 By Michael D. Cowan 4 ACKNOWLEDGMENTS I have to begin with a thank you that could never be enough. Dr. Hallett and Dr. Skrla have changed my life and have given me a gift I would never be able to repay. I am so thankful for the support and encouragement you have given me over the years. I have truly been blessed to have had you as my professors. Dr. Githens thank you for your support, understanding throughout this process, and being on my committee. I also need to thank my family for teaching me how to be the person I am. The life lessons I have learned from everyone in my life have helped me become who I am today. Thank you to my grandpa for teaching me to love education, to my grandma for how to keep a budget, my father for my work ethic, and my mother for my strength. A very special thank you to my husband for teaching me how to love and be loved. 5 It Is Better: An Autoethnographic Study; “Why” It Is and the Perceived Protective Factors Along the Way Abstract by Michael D. Cowan University of the Pacific 2018 LGBTQ individuals have many risk factors and have difficulty navigating going through school because of all the social issues. This study is an autoethnography that looks into the perceived protective factors of a gay male educator. I was challenged to change my dissertation to share my story of being a teacher and dealing with many different risk factors. My committee introduced me to autoethnography and shortly after, I was speaking with a student when the topic of the “It Gets Better” campaign came up. The student said to me, “Prove it.” My dissertation has been a living document with many changes. However, this is my truth of having to navigate being an educator in a small town and being gay. While risk factors are always present for LGBTQ individuals, the focus here is on the positive. The underlying explorations involve going back into the closet for my job, reflections, support systems, and how/why my life is perceived to be better. 6 TABLE OF CONTENTS LIST OF TABLES .............................................................................................................. 10 LIST OF FIGURES ............................................................................................................ 11 CHAPTER 1. Introduction ........................................................................................................... 12 Prolog .............................................................................................................. 12 Background ..................................................................................................... 12 Statement of the Problem ................................................................................ 17 Purpose of the Study ........................................................................................ 18 Research Questions ......................................................................................... 18 Significance of the Study ................................................................................ 19 Methodology ................................................................................................... 19 Theoretical Framework ................................................................................... 21 Definition of Terms ......................................................................................... 21 Chapter Summary ............................................................................................ 24 2. Review of the Literature ........................................................................................ 26 Purpose of the Study ........................................................................................ 26 General Statement of the Problem ................................................................... 26 Population ........................................................................................................ 27 Identification ................................................................................................... 28 Resilience Theory ............................................................................................ 30 Protective model ...................................................................................... 30 7 LGBTQ Students and Resiliency .................................................................... 31 Risk Factors for LGBTQ Students .................................................................. 32 Suicide...................................................................................................... 32 Mental health ........................................................................................... 33 Substance abuse ....................................................................................... 34 Sexual promiscuity................................................................................... 34 Social pressure ......................................................................................... 35 Harassment ............................................................................................... 35 LGBTQ student dropout rates .................................................................. 37 Protective factors and resources............................................................... 37 Positive Supports for LGBTQ ......................................................................... 38 Resilience ........................................................................................................ 40 It Gets Better Project ....................................................................................... 41 Current Polices ................................................................................................ 42 Summary ......................................................................................................... 43 3. Methodology ......................................................................................................... 44 Qualitative Study – Importance of Autoethnographies ................................... 45 Researcher Role ............................................................................................... 47 Research Design .............................................................................................. 48 Thematic analysis – Finding themes ........................................................ 49 Chapter Summary ............................................................................................ 50 4. Autoethnography ................................................................................................... 51 Timeline and Reflection .................................................................................. 51 8 Current Position – Vice Principal ................................................................... 53 Journal Reflection – My Dad .......................................................................... 54 Journal Reflection – Prove It ........................................................................... 57 Journal Reflection – My Husband ................................................................... 60 Journal Reflection – My Support (Grandma and Grandpa) ............................ 63 Journal Reflection – 9th-12th High School English .......................................... 64 Journal Reflection – Hard Work Paid Off ....................................................... 69 Journal Reflection – Mix It Up Day ................................................................ 71 Research paper ......................................................................................... 71 Journal Reflection – Lifelong Learner ...........................................................