Date of Conferral

1-8-2026

Date of Award

January 2026

Degree

Ph.D.

School

Counselor Education and Supervision

Advisor

George Beals

Abstract

Lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) students’ social, emotional, and academic experiences and outcomes are not on par with their non-LGBTQ+ peers. Understanding how LGBTQ+ young adults experienced high school in a state with LGBTQ+-affirmative education legislation provides insight for counselors and educators to identify policies and practices that support positive outcomes for LGBTQ+ students. This qualitative phenomenological study explored how LGBTQ+-identifying high school graduates made meaning of their experiences in school as they related to LGBTQ+-affirmative education legislation. Interpretive phenomenological analysis (IPA) was used for the research methodology and data analysis process. Results included four themes: (a) Theme 1: Variability in School Experiences, (b) Theme 2: Lack of Recognition of LGBTQ+ Students’ Needs, (c) Theme 3: School Counselors Were Not a Factor, and (d) Theme 4: Desire for More Educational Opportunities. Eight subthemes were also identified: (a) Subtheme 1.1: Schoolwide Homophobia and Transphobia, (b) Subtheme 1.2: Individual Influence of Teachers, (c) Subtheme 1.3: Peer Support, (d) Theme 2.1: School Site, (e) Theme 2.2: School District, (f) Theme 2.3: Public Policy, (g) Theme 4.1: LGBTQ+ History and (h) Theme 4.2: Inclusive Sex Education. Recommendations include moving beyond compliance-based implementation of laws to proactive, relational, and culturally responsive practices. This study promotes positive social change by highlighting the challenges LGBTQ+ students face and offering a starting point for collective action aimed at fostering affirming schools where all students can thrive academically, socially, and emotionally.

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