Date of Conferral
5-30-2025
Date of Award
May 2025
Degree
Ph.D.
School
Psychology
Advisor
Chet Lesniak
Abstract
Culturally responsive teaching in a global society is critical to students' success. Inclusion is an important part of the culturally responsive learning experience for all types of people. Because identity development takes place during the adolescent years, portrayals of various kinds of individuals throughout the environment and curriculum may support the confidence of students’ identity development. All students can experience improvements through inclusive teaching practices, but particularly students who identify as gender sexual minorities (GSM) can experience improved identity development with inclusive curricula in all areas of schooling. Grounded in identity process theory and sociocultural theory, the purpose of this generic qualitative study was to explore perceptions of GSM young adults on the role of core public high school curriculum in the development of their self-identity. Data were collected using open interviews. The participants comprised ten individuals aged 18 to 25 recruited from social media groups. Participant accounts demonstrate the deleterious effects of restrictive high school environments on their academic and identity well-being. Educators, families, and those in the GSM community benefit from an inclusive high school curriculum and well-trained educators equipped to address additional topics. This study suggests the potential for positive social change through focus on the development of self-identity through curricular and school environment inclusion can enhance the experiences of GSM individuals.
Recommended Citation
Rogers, Kendra Dawn, "An Exploration of Gender and Sexual Identity Development Within the School Environment Among Gender Sexual Minority High School Graduates" (2025). Walden Dissertations and Doctoral Studies. 17891.
https://scholarworks.waldenu.edu/dissertations/17891
