Our Many Hues: Supporting LGBTQ+ Students through Mentorship, Identity Development and Community Engagement in College

Autor/in	Reeves-Blurton, Zachary
Titel	Our Many Hues: Supporting LGBTQ+ Students through Mentorship, Identity Development and Community Engagement in College
Quelle	(2019), (257 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-3900-4
Schlagwörter	Hochschulschrift; Dissertation; LGBTQ People; College Students; Student Development; Cultural Capital; Mentors; Identification; Resilience (Psychology); Program Effectiveness; Student Participation; School Community Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Collegestudent; Identifikation; Identifizierung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The college years are crucial to formation and integration of lifelong psychosocial, personal and cognitive identities, and the identity development needs of lesbian, gay, bisexual, transgender and queer (LGBTQ+ or gender and/or sexual minority) students are unique, particularly in the context of student development and support. How universities meet these needs can critically impact success and retention of these students. However, studies indicate when the academic and co-curricular environment does not foster development of healthy LGBTQ+ identities, these students experience myriad challenges compounded by identity discord and minority stress. Cumulatively, these factors contribute to non-persistence of over 30% of LGBTQ+ university students. This research study examines the ways positive LGBTQ+ identity development, cultural capital accrual and community engagement through a structured mentoring program fosters resilience and buffers the experience of minority stress and associated negative outcomes for these students. In doing so, the study addresses the following research questions: "what does the process of LGBTQ+ identity construction look like for gender- and sexual-minority students, including students from non-dominant cultural backgrounds for whom LGBTQ+ identity is one of multiple competing identities, and how does mentorship affect the perceived identities of these students?" "How does participation in an LGBTQ+ mentoring program affect participants' perceptions of development of resilience-building capacity?" [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01