External factors that influence academic performance and self-actualization of recent LGBTQ high school graduates, 2020

Collection:
Atlanta University and Clark Atlanta University Theses and Dissertations
Title:
External factors that influence academic performance and self-actualization of recent LGBTQ high school graduates, 2020
Creator:
Bolton, Marcus D.
Contributor to Resource:
Hill, Barbara
Date of Original:
2020-05
Subject:
Degrees, Academic
Dissertations, Academic
Location:
United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
Medium:
theses
dissertations
Type:
Text
Format:
application/pdf
Description:
This study will examine what variables impact LGBTQ high school graduates achieving academic performance and self-actualization. High school is a key period for any young adult. During this time, their sexuality and gender identity are developed and decided upon. As reported by the Institute of Medicine (2011), earlier research on LGBTQ young people has indicated that coming out during this time period can present many challenges due to the prevalence of societal homophobia and transphobia and their negative effects on adolescents. Therefore, this study was based on the premise to investigate the impact attendance, self-love, family acceptability, family support, internal support, school climate, safety, and bullying have on the academic performance and self-actualization of LGBTQ high school graduates. This research was conducted through a mixed method approach in which data was collected, then analyzed. The use of a mixed- method approach is to gather data from LGBTQ high school graduates and interviews from 3 other members of the LGBTQ with lived experiences. The researcher collected data, conducted interviews, analyzed data, reported data results and utilized a Qualtrics survey. For instance, this study was conducted with LGBTQ high school graduates in the Atlanta, Georgia area. The lived experiences described herein may not translate wholly or in part to the lived experiences of LGBTQ students in other parts of the United States or abroad. Rather, this study can serve as a basis for further exploration of related research questions. The research design of this study and its findings may be helpful as a benchmark for other studies, including but not limited to studies of LGBTQ students of other sexual minorities. There is also value for more research on self-actualization of other groups of students; the LGBTQ sample may represent a dynamic found in other marginalized groups.
Date of award: 2020-05
Degree type: dissertation
Degree name: Doctor of Education (EdD)
Granting institution: Clark Atlanta University
Department: Department of Educational Leadership
Advisor: Hill, Barbara
Metadata URL:
http://hdl.handle.net/20.500.12322/cau.td:2020_bolton_marcus_d
Language:
eng
Holding Institution:
Clark Atlanta University
Rights:
Rights Statement information

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