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dc.contributor.author Afra, Hana Nohad en
dc.date.accessioned 2015-06-17T18:12:05Z en
dc.date.available 2016-06-17T10:00:15Z en
dc.date.issued 2015 en
dc.identifier.uri http://hdl.handle.net/10211.3/141203 en
dc.description.abstract Adults and youth in high schools make decisions about coming out as an LGBQ person or ally based on the complex relationships among school culture, policy protections, and individual gendered embodiment. Research has yet to put teachers and students into conversation about LGBQ sexuality and disclosure. This paper explores how disclosing an LGBQ or allied identity can help create a community of support among teachers and students. Using stories collected by The Beyond Bullying Project, a national storytelling project, I examine ways students and teachers choose to disclose, how disclosure fosters a sense of support, and what undermines its supportive possibilities. I argue that feelings of support resulting from disclosure in the classroom contribute to the health, learning, and social empowerment of all students and teachers. en
dc.format.extent vi, 54 leaves en
dc.language.iso en en
dc.publisher San Francisco State University en
dc.rights Copyright by Hana Nohad Afra, 2015 en
dc.source AS36 2015 HMSX .A47 en
dc.title Opening up, finding support : students' and teachers' LGBQ disclosures en
dc.type Thesis en
dc.description.embargoterms 1 year en
dc.contributor.department Human Sexuality Studies en
dc.description.degree Sexuality Studies

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