subject:(Lesbian Gay Bisexual AND Transgender Studies)

1. Indelicato, Kimberly Megan. An Examination of School Harassment for Middle School Lesbian, Gay, Bisexual, & Questioning Students.

Degree: Doctorate in Education, Education, 2013, Loyola Marymount University

URL: https://digitalcommons.lmu.edu/etd/224

► Most schools are not safe environments for lesbian, gay, and bisexual students or for individuals who are questioning their sexual orientation. Harassment and victimization… (more)

Subjects/Keywords: Gay; Harassment; Lesbian; LGBQ; Middle School; Questioning; Education; Lesbian, Gay, Bisexual, and Transgender Studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Indelicato, K. M. (2013). An Examination of School Harassment for Middle School Lesbian, Gay, Bisexual, & Questioning Students. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/224

Chicago Manual of Style (16^th Edition):

Indelicato, Kimberly Megan. “An Examination of School Harassment for Middle School Lesbian, Gay, Bisexual, & Questioning Students.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed March 23, 2019. https://digitalcommons.lmu.edu/etd/224.

MLA Handbook (7^th Edition):

Indelicato, Kimberly Megan. “An Examination of School Harassment for Middle School Lesbian, Gay, Bisexual, & Questioning Students.” 2013. Web. 23 Mar 2019.

Vancouver:

Indelicato KM. An Examination of School Harassment for Middle School Lesbian, Gay, Bisexual, & Questioning Students. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Mar 23]. Available from: https://digitalcommons.lmu.edu/etd/224.

Council of Science Editors:

Indelicato KM. An Examination of School Harassment for Middle School Lesbian, Gay, Bisexual, & Questioning Students. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/224

Wilfrid Laurier University

2. Holtby, Alixandra. Reconstructing Sex: Women Having Sex With Women.

Degree: 2010, Wilfrid Laurier University

URL: https://scholars.wlu.ca/etd/997

► This study examines the experience of exclusion from the dominant understandings of sex for women who have sex with women, including queer, pansexual, bisexual, and… (more)

Subjects/Keywords: Lesbian, Gay, Bisexual, and Transgender Studies; Psychology; Women's Studies

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APA (6^th Edition):

Holtby, A. (2010). Reconstructing Sex: Women Having Sex With Women. (Thesis). Wilfrid Laurier University. Retrieved from https://scholars.wlu.ca/etd/997

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Holtby, Alixandra. “Reconstructing Sex: Women Having Sex With Women.” 2010. Thesis, Wilfrid Laurier University. Accessed March 23, 2019. https://scholars.wlu.ca/etd/997.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Holtby, Alixandra. “Reconstructing Sex: Women Having Sex With Women.” 2010. Web. 23 Mar 2019.

Vancouver:

Holtby A. Reconstructing Sex: Women Having Sex With Women. [Internet] [Thesis]. Wilfrid Laurier University; 2010. [cited 2019 Mar 23]. Available from: https://scholars.wlu.ca/etd/997.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Holtby A. Reconstructing Sex: Women Having Sex With Women. [Thesis]. Wilfrid Laurier University; 2010. Available from: https://scholars.wlu.ca/etd/997

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

College of William and Mary

3. Fiorini, John Carl. Deviants of Great Potential: Images of the Leopold-Loeb Case.

Degree: PhD, History, 2013, College of William and Mary

URL: https://scholarworks.wm.edu/etd/1539623611

► Deviants of Great Potential analyzes the 1924 Leopold-Loeb case as a cultural narrative with important effects on the marginalization of same-sex sexuality in men throughout… (more)

Subjects/Keywords: American Studies; Lesbian, Gay, Bisexual, and Transgender Studies; United States History

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APA (6^th Edition):

Fiorini, J. C. (2013). Deviants of Great Potential: Images of the Leopold-Loeb Case. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539623611

Chicago Manual of Style (16^th Edition):

Fiorini, John Carl. “Deviants of Great Potential: Images of the Leopold-Loeb Case.” 2013. Doctoral Dissertation, College of William and Mary. Accessed March 23, 2019. https://scholarworks.wm.edu/etd/1539623611.

MLA Handbook (7^th Edition):

Fiorini, John Carl. “Deviants of Great Potential: Images of the Leopold-Loeb Case.” 2013. Web. 23 Mar 2019.

Vancouver:

Fiorini JC. Deviants of Great Potential: Images of the Leopold-Loeb Case. [Internet] [Doctoral dissertation]. College of William and Mary; 2013. [cited 2019 Mar 23]. Available from: https://scholarworks.wm.edu/etd/1539623611.

Council of Science Editors:

Fiorini JC. Deviants of Great Potential: Images of the Leopold-Loeb Case. [Doctoral Dissertation]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539623611

University of Wisconsin – Milwaukee

4. Charles, Mark William. Effects of a Forgiveness Intervention on Lesbian and Gay Adolescents Hurt by Homophobia.

Degree: PhD, Educational Psychology, 2013, University of Wisconsin – Milwaukee

URL: https://dc.uwm.edu/etd/346

► The purpose of this study was to explore the impact a group level intervention based on Robert Enright's (2001) forgiveness model would have on… (more)

Subjects/Keywords: Forgiveness; Homophobia; LGBT; Cognitive Psychology; Lesbian, Gay, Bisexual, and Transgender Studies

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APA (6^th Edition):

Charles, M. W. (2013). Effects of a Forgiveness Intervention on Lesbian and Gay Adolescents Hurt by Homophobia. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/346

Chicago Manual of Style (16^th Edition):

Charles, Mark William. “Effects of a Forgiveness Intervention on Lesbian and Gay Adolescents Hurt by Homophobia.” 2013. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed March 23, 2019. https://dc.uwm.edu/etd/346.

MLA Handbook (7^th Edition):

Charles, Mark William. “Effects of a Forgiveness Intervention on Lesbian and Gay Adolescents Hurt by Homophobia.” 2013. Web. 23 Mar 2019.

Vancouver:

Charles MW. Effects of a Forgiveness Intervention on Lesbian and Gay Adolescents Hurt by Homophobia. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2013. [cited 2019 Mar 23]. Available from: https://dc.uwm.edu/etd/346.

Council of Science Editors:

Charles MW. Effects of a Forgiveness Intervention on Lesbian and Gay Adolescents Hurt by Homophobia. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2013. Available from: https://dc.uwm.edu/etd/346

5. Rodriguez, Sarah V. Latino/a LGBTQ Migrations.

Degree: MAIS, International Studies, 2011, University of San Francisco

URL: https://repository.usfca.edu/thes/19

► Despite Latin America’s lesbian, gay, bisexual, transgender, and queer (LGBTQ) movement’s recent ground-breaking political achievements, wide spread social acceptance of LGBTQ individuals is not… (more)

Subjects/Keywords: lesbian; gay; bisexual; transgender; queer; San Francisco; Latin American Studies

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APA (6^th Edition):

Rodriguez, S. V. (2011). Latino/a LGBTQ Migrations. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/thes/19

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rodriguez, Sarah V. “Latino/a LGBTQ Migrations.” 2011. Thesis, University of San Francisco. Accessed March 23, 2019. https://repository.usfca.edu/thes/19.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rodriguez, Sarah V. “Latino/a LGBTQ Migrations.” 2011. Web. 23 Mar 2019.

Vancouver:

Rodriguez SV. Latino/a LGBTQ Migrations. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Mar 23]. Available from: https://repository.usfca.edu/thes/19.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rodriguez SV. Latino/a LGBTQ Migrations. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/thes/19

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Jones, Sophie. Shapeshifting and Sexuality: A Critical Autoethnography of a Selkie.

Degree: MA, Human Communications, 2017, U of Denver

URL: https://digitalcommons.du.edu/etd/1292

► Shapeshifting lore has provided a rich and evocative way to explore human experiences across many different cultures. This author utilizes the mythology of selkies… (more)

Subjects/Keywords: Autoethnography; Performance; Queer; Anthropology; Communication; Lesbian, Gay, Bisexual, and Transgender Studies

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APA (6^th Edition):

Jones, S. (2017). Shapeshifting and Sexuality: A Critical Autoethnography of a Selkie. (Thesis). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1292

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jones, Sophie. “Shapeshifting and Sexuality: A Critical Autoethnography of a Selkie.” 2017. Thesis, U of Denver. Accessed March 23, 2019. https://digitalcommons.du.edu/etd/1292.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jones, Sophie. “Shapeshifting and Sexuality: A Critical Autoethnography of a Selkie.” 2017. Web. 23 Mar 2019.

Vancouver:

Jones S. Shapeshifting and Sexuality: A Critical Autoethnography of a Selkie. [Internet] [Thesis]. U of Denver; 2017. [cited 2019 Mar 23]. Available from: https://digitalcommons.du.edu/etd/1292.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jones S. Shapeshifting and Sexuality: A Critical Autoethnography of a Selkie. [Thesis]. U of Denver; 2017. Available from: https://digitalcommons.du.edu/etd/1292

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Central Florida

7. Ansiello, Remy. A Lesbian, Gay, Bisexual and Transgender + Student Support Group Within A Central Florida State College: A Qualitative Study.

Degree: 2018, University of Central Florida

URL: https://stars.library.ucf.edu/etd/6153

► For decades, lesbian, gay, bisexual, and transgender (LGBT) + students attending institutions of higher education have been marginalized and have experienced hostility and outright discrimination,… (more)

Subjects/Keywords: Higher Education Administration; Lesbian, Gay, Bisexual, and Transgender Studies

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APA (6^th Edition):

Ansiello, R. (2018). A Lesbian, Gay, Bisexual and Transgender + Student Support Group Within A Central Florida State College: A Qualitative Study. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/6153

Chicago Manual of Style (16^th Edition):

Ansiello, Remy. “A Lesbian, Gay, Bisexual and Transgender + Student Support Group Within A Central Florida State College: A Qualitative Study.” 2018. Doctoral Dissertation, University of Central Florida. Accessed March 23, 2019. https://stars.library.ucf.edu/etd/6153.

MLA Handbook (7^th Edition):

Ansiello, Remy. “A Lesbian, Gay, Bisexual and Transgender + Student Support Group Within A Central Florida State College: A Qualitative Study.” 2018. Web. 23 Mar 2019.

Vancouver:

Ansiello R. A Lesbian, Gay, Bisexual and Transgender + Student Support Group Within A Central Florida State College: A Qualitative Study. [Internet] [Doctoral dissertation]. University of Central Florida; 2018. [cited 2019 Mar 23]. Available from: https://stars.library.ucf.edu/etd/6153.

Council of Science Editors:

Ansiello R. A Lesbian, Gay, Bisexual and Transgender + Student Support Group Within A Central Florida State College: A Qualitative Study. [Doctoral Dissertation]. University of Central Florida; 2018. Available from: https://stars.library.ucf.edu/etd/6153

University of Colorado

8. Leonardi, Bethy. Tilling the Soil for LGBTQ Inclusive Policies: A Case Study of One School's Attempt to Bring Policy into Practice.

Degree: PhD, Education, 2014, University of Colorado

URL: http://scholar.colorado.edu/educ_gradetds/39

► In this three-article dissertation, I attempt to contribute to an understanding of what it might look like to heal the harms caused by heteronormativity… (more)

▼ In this three-article dissertation, I attempt to contribute to an understanding of what it might look like to heal the harms caused by heteronormativity in school climates. I first present a theoretical piece, "Toward a Queered Democratic Framework: Moving Theory into Practice," in which, using post-structural and queer theories, my aim is to supplement ideas from participatory democratic theories, and to name and explore what I am calling a Queered Democratic Framework (QDF). Throughout this article, my intention is to establish a line of communication between participatory democratic theories and post-structural and queer theories. I make the case that these two theories, together, will advance our understandings of, and actions to eradicate, oppression. Together, they will move us beyond identity politics, beyond multicultural education and an additive model of inclusion, to more of a focus on habits of mind and heart that push on traditional conceptions of difference. In the second article, "Tilling the Soil for LGBTQ Inclusive Policies: Learning Lessons from Desegregation to Cultivate Communities of Safety and Inclusivity," In this article, I argue that policies focused on equity cannot be expected, in and of themselves, to overcome social ills that are obstacles to their implementation (Wells et al, 1997). Drawing on lessons from Brown v. Board, I maintain that working for social change requires relying on all members of the school community: administration, teachers, parents and students (Wells et al, 1997). In this article, I share descriptions of interventions focused on gender and sexual diversity, illustrations of what happened in each, and reactions of all stakeholders. I offer this model as an example of what it might look like to queer the implementation of a policy like FAIR and to till the soil – to cultivate community with the intention of healing harms caused by heteronormativity and to create safety and inclusivity. In my final article, Navigating the relationship between policy and practice: Competing discourses of fear and care in teachers' sense making about the FAIR Education Act, I take a step closer in, and spend time focusing on teachers. I examine the relationship between large-scale social discourses and local, school discourses as it plays out in their conversations about gender and sexuality. Grounded in concepts of discourse, silence and power, discursive theories of gender and sexuality are central (e.g. Foucault, Hall, Butler) to this piece. I examine what happens in professional development settings when teachers are given opportunities to make sense of their roles in attending to topics of gender and sexual diversity, through conversations and dialogue, specifically in the context of the passage of FAIR. I argue that examining this relationship provides key insights into the ways teachers make sense of equity-focused policies that are meant to shift sociopolitical paradigms, and their roles and responsibilities in the implementation of such policies. Advisors/Committee Members: Michele Moses, Margaret Eisenhart, Kenneth Howe, Elizabeth Dutro, Elizabeth Meyer.

Subjects/Keywords: Lesbian; Gay; Bisexual; Trans*; Professional Development; Queer; Safety; School Climate; Teacher Education; Education; Education Policy; Lesbian, Gay, Bisexual, and Transgender Studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Leonardi, B. (2014). Tilling the Soil for LGBTQ Inclusive Policies: A Case Study of One School's Attempt to Bring Policy into Practice. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/39

Chicago Manual of Style (16^th Edition):

Leonardi, Bethy. “Tilling the Soil for LGBTQ Inclusive Policies: A Case Study of One School's Attempt to Bring Policy into Practice.” 2014. Doctoral Dissertation, University of Colorado. Accessed March 23, 2019. http://scholar.colorado.edu/educ_gradetds/39.

MLA Handbook (7^th Edition):

Leonardi, Bethy. “Tilling the Soil for LGBTQ Inclusive Policies: A Case Study of One School's Attempt to Bring Policy into Practice.” 2014. Web. 23 Mar 2019.

Vancouver:

Leonardi B. Tilling the Soil for LGBTQ Inclusive Policies: A Case Study of One School's Attempt to Bring Policy into Practice. [Internet] [Doctoral dissertation]. University of Colorado; 2014. [cited 2019 Mar 23]. Available from: http://scholar.colorado.edu/educ_gradetds/39.

Council of Science Editors:

Leonardi B. Tilling the Soil for LGBTQ Inclusive Policies: A Case Study of One School's Attempt to Bring Policy into Practice. [Doctoral Dissertation]. University of Colorado; 2014. Available from: http://scholar.colorado.edu/educ_gradetds/39

University of Arkansas

9. Canan, Sasha Nichole. A Mixed-methods Study of Sexual Assault in Lesbian, Gay, and Bisexual Adults in the U.S.

Degree: PhD, 2017, University of Arkansas

URL: http://scholarworks.uark.edu/etd/2464

► Background. Previous research finds that (1) lesbian and bisexual (LB) women as well as gay and bisexual (GB) men have higher rates of rape… (more)

▼ Background. Previous research finds that (1) lesbian and bisexual (LB) women as well as gay and bisexual (GB) men have higher rates of rape victimization compared to their heterosexual (H) peers and (2) perceived familial support reduces the impact of some of rape’s negative health outcomes in heterosexual victims. However, specific contextual factors regarding rape and assessment of familial support for LGB victims are severely lacking. Also, measurements of sexual assault victimization have yet to be validated in this population. Methodology. The current study used a mixed-methods design that included two phases of data collection. Phase 1 was a national sample online survey of LBH women (n = 1,295). Phase 2 was a convenience sample online survey of LBH women and GBH men; data collection for Phase 2 is ongoing. Prevalence rates were calculated using a modified form of the Sexual Experience Survey – Short Form Revised (SES-SFV). Results. In Manuscript 1, 63% of B women, 49% of L women, and 35% of H women reported experiencing rape in their lifetime. LB women had increased odds of victimization (B only) and re-victimization (L and B) compared to H women. H women reported more family support than LB women, but when victimization status was controlled for, all women reported equal levels of family support. In Manuscript 2, all nonconsensual behaviors and nearly all perpetration tactics in the original SES-SFV emerged inductively in our qualitative data. Using quantitative data, LB victims endorsed each perpetration tactic in the SES-SFV at comparable rates to H victims. However, the original SES-SFV did not capture some common experiences that participants described in their open-ended narratives. Conclusion. In Manuscript 1, some contextual factors of sexual violence differed between LBH women while others were the same across sexual orientation. Yet, sexual orientation clearly played a role in sexual violence risk given it had the strongest relationship with victimization status compared to all other demographic characteristics. In Manuscript 2, the SES-SFV satisfactorily assessed sexual assault and rape experiences in LBH women. Possible additions and deletions to the SES-SFV are presented alongside discussion of managing comprehensiveness and participant fatigue. Advisors/Committee Members: Kristen N. Jozkowski, Jacquelyn Wiersma-Mosley, Heather Blunt-Vinti.

Subjects/Keywords: Bisexual; Gay; Lesbian; Rape; Sexual assault; Sexual violence; Community Health; Community Health and Preventive Medicine; Lesbian, Gay, Bisexual, and Transgender Studies

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APA (6^th Edition):

Canan, S. N. (2017). A Mixed-methods Study of Sexual Assault in Lesbian, Gay, and Bisexual Adults in the U.S. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/2464

Chicago Manual of Style (16^th Edition):

Canan, Sasha Nichole. “A Mixed-methods Study of Sexual Assault in Lesbian, Gay, and Bisexual Adults in the U.S.” 2017. Doctoral Dissertation, University of Arkansas. Accessed March 23, 2019. http://scholarworks.uark.edu/etd/2464.

MLA Handbook (7^th Edition):

Canan, Sasha Nichole. “A Mixed-methods Study of Sexual Assault in Lesbian, Gay, and Bisexual Adults in the U.S.” 2017. Web. 23 Mar 2019.

Vancouver:

Canan SN. A Mixed-methods Study of Sexual Assault in Lesbian, Gay, and Bisexual Adults in the U.S. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Mar 23]. Available from: http://scholarworks.uark.edu/etd/2464.

Council of Science Editors:

Canan SN. A Mixed-methods Study of Sexual Assault in Lesbian, Gay, and Bisexual Adults in the U.S. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: http://scholarworks.uark.edu/etd/2464

University of Kentucky

10. Banks, Jamye. EVALUATING THE EFFECTIVENESS OF THREE INTERVENTIONS DESIGNED TO ENHANCE PRE-SERVICE TEACHERS’ ATTITUDES TOWARD SEXUAL MINORITIES.

Degree: 2014, University of Kentucky

URL: http://uknowledge.uky.edu/edp_etds/23

► Sexual minority students’ encounters with discrimination and harassment are increasing in school settings. Per the research, the discrimination and harassment they experience partly stems from… (more)

▼ Sexual minority students’ encounters with discrimination and harassment are increasing in school settings. Per the research, the discrimination and harassment they experience partly stems from teachers’ negative attitudes toward sexual minorities and a lack of understanding of the needs of these individuals, which can negatively impact students’ psychological well-being and create an unwelcoming environment (Dessel, 2010; Mudrey & Medina-Adams, 2006; Riggs, Rosenthal, & Smith-Bonahue, 2011). Teachers are responsible for ensuring a safe environment for students that promotes mental and physical health (Larrabee & Morehead, 20’10; Mudrey & Medina-Adams, 2006; Riggs et al., 2011). Therefore, it’s vital to determine ways to reduce teachers’ negative attitudes and increase their knowledge and empathy toward sexual minorities in order to enhance students’ well-being and create a supportive school atmosphere (Maddux, 1988). Although researchers have independently tested the effectiveness of intervention strategies (e.g., workshops, courses) designed to reduce negative attitudes, a comprehensive study to determine which one may be most successful in reducing negative attitudes, while enhancing knowledge and empathy, has yet to be conducted. The current study assessed the effects of three intervention strategies designed to reduce pre-service teachers’ negative attitudes, and increase their knowledge and empathy toward sexual minorities. Due to conservative religious beliefs being a main contributor to negative attitudes toward sexual minorities, this study also examined the impact of religious beliefs on participants’ responses to the interventions. Pre- and post-data were collected from 139 pre-service teachers enrolled in undergraduate educational psychology and teacher education courses at a Southeastern University. Students participated in one of three intervention strategies, a video documentary, a workshop, or regular classroom instruction. Results demonstrated that there were no significant differences between participants in the video, workshop, and control groups on attitudes, knowledge, or empathy from pre- to post-intervention. However, within group differences were found in the video and workshop interventions on certain aspects of attitudes, empathy, and knowledge. In addition, results illustrated that religious beliefs had an impact on participants’ knowledge and empathy towards sexual minorities. Contributions to the literature and implications of the findings are discussed as well as limitations and directions for future research.

Subjects/Keywords: gay; lesbian; bisexual; attitudes; multicultural training; Lesbian, Gay, Bisexual, and Transgender Studies; Multicultural Psychology; Social Psychology; Teacher Education and Professional Development

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APA (6^th Edition):

Banks, J. (2014). EVALUATING THE EFFECTIVENESS OF THREE INTERVENTIONS DESIGNED TO ENHANCE PRE-SERVICE TEACHERS’ ATTITUDES TOWARD SEXUAL MINORITIES. (Doctoral Dissertation). University of Kentucky. Retrieved from http://uknowledge.uky.edu/edp_etds/23

Chicago Manual of Style (16^th Edition):

Banks, Jamye. “EVALUATING THE EFFECTIVENESS OF THREE INTERVENTIONS DESIGNED TO ENHANCE PRE-SERVICE TEACHERS’ ATTITUDES TOWARD SEXUAL MINORITIES.” 2014. Doctoral Dissertation, University of Kentucky. Accessed March 23, 2019. http://uknowledge.uky.edu/edp_etds/23.

MLA Handbook (7^th Edition):

Banks, Jamye. “EVALUATING THE EFFECTIVENESS OF THREE INTERVENTIONS DESIGNED TO ENHANCE PRE-SERVICE TEACHERS’ ATTITUDES TOWARD SEXUAL MINORITIES.” 2014. Web. 23 Mar 2019.

Vancouver:

Banks J. EVALUATING THE EFFECTIVENESS OF THREE INTERVENTIONS DESIGNED TO ENHANCE PRE-SERVICE TEACHERS’ ATTITUDES TOWARD SEXUAL MINORITIES. [Internet] [Doctoral dissertation]. University of Kentucky; 2014. [cited 2019 Mar 23]. Available from: http://uknowledge.uky.edu/edp_etds/23.

Council of Science Editors:

Banks J. EVALUATING THE EFFECTIVENESS OF THREE INTERVENTIONS DESIGNED TO ENHANCE PRE-SERVICE TEACHERS’ ATTITUDES TOWARD SEXUAL MINORITIES. [Doctoral Dissertation]. University of Kentucky; 2014. Available from: http://uknowledge.uky.edu/edp_etds/23

University of Tennessee – Knoxville

11. Dunn, Trevor Lee. Heterosexist Discrimination and LGBQ Activism: Examining a Moderated Mediation Model.

Degree: 2018, University of Tennessee – Knoxville

URL: https://trace.tennessee.edu/utk_graddiss/4791

► Although the negative outcomes of heterosexist discrimination have been well researched in the psychological literature, positive coping mechanisms and outcomes, such as engagement in activism… (more)

Subjects/Keywords: discrimination; lesbian; gay; bisexual; activism; positive psychology; Community Psychology; Counseling Psychology; Lesbian, Gay, Bisexual, and Transgender Studies; Multicultural Psychology

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APA (6^th Edition):

Dunn, T. L. (2018). Heterosexist Discrimination and LGBQ Activism: Examining a Moderated Mediation Model. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4791

Chicago Manual of Style (16^th Edition):

Dunn, Trevor Lee. “Heterosexist Discrimination and LGBQ Activism: Examining a Moderated Mediation Model.” 2018. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed March 23, 2019. https://trace.tennessee.edu/utk_graddiss/4791.

MLA Handbook (7^th Edition):

Dunn, Trevor Lee. “Heterosexist Discrimination and LGBQ Activism: Examining a Moderated Mediation Model.” 2018. Web. 23 Mar 2019.

Vancouver:

Dunn TL. Heterosexist Discrimination and LGBQ Activism: Examining a Moderated Mediation Model. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2018. [cited 2019 Mar 23]. Available from: https://trace.tennessee.edu/utk_graddiss/4791.

Council of Science Editors:

Dunn TL. Heterosexist Discrimination and LGBQ Activism: Examining a Moderated Mediation Model. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2018. Available from: https://trace.tennessee.edu/utk_graddiss/4791

University of Kentucky

12. Woodward, Christine L. STRAIGHT TIME AND SCANDAL: TRAVESTI URBAN POLITICS IN SÃO PAULO, BRAZIL.

Degree: 2016, University of Kentucky

URL: http://uknowledge.uky.edu/geography_etds/43

► São Paulo, Brazil is currently pursuing a project of creative urbanism. Though city rhetoric insists this project is rooted in tolerance of sexual diversity, I… (more)

Subjects/Keywords: queer theory; affect; Brazil; transgender; creative urbanism; Human Geography; Lesbian, Gay, Bisexual, and Transgender Studies

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APA (6^th Edition):

Woodward, C. L. (2016). STRAIGHT TIME AND SCANDAL: TRAVESTI URBAN POLITICS IN SÃO PAULO, BRAZIL. (Masters Thesis). University of Kentucky. Retrieved from http://uknowledge.uky.edu/geography_etds/43

Chicago Manual of Style (16^th Edition):

Woodward, Christine L. “STRAIGHT TIME AND SCANDAL: TRAVESTI URBAN POLITICS IN SÃO PAULO, BRAZIL.” 2016. Masters Thesis, University of Kentucky. Accessed March 23, 2019. http://uknowledge.uky.edu/geography_etds/43.

MLA Handbook (7^th Edition):

Woodward, Christine L. “STRAIGHT TIME AND SCANDAL: TRAVESTI URBAN POLITICS IN SÃO PAULO, BRAZIL.” 2016. Web. 23 Mar 2019.

Vancouver:

Woodward CL. STRAIGHT TIME AND SCANDAL: TRAVESTI URBAN POLITICS IN SÃO PAULO, BRAZIL. [Internet] [Masters thesis]. University of Kentucky; 2016. [cited 2019 Mar 23]. Available from: http://uknowledge.uky.edu/geography_etds/43.

Council of Science Editors:

Woodward CL. STRAIGHT TIME AND SCANDAL: TRAVESTI URBAN POLITICS IN SÃO PAULO, BRAZIL. [Masters Thesis]. University of Kentucky; 2016. Available from: http://uknowledge.uky.edu/geography_etds/43

Virginia Commonwealth University

13. Henry, Richard S. Discrimination, Mental Health, and Preparedness for Aging in Trans(gender)/Gender-Nonconforming Adults.

Degree: MS, Psychology, 2018, Virginia Commonwealth University

URL: https://scholarscompass.vcu.edu/etd/5652

► This cross-sectional study examined relationships among discrimination, mental health (i.e., depression and anxiety), preparation for aging (i.e., familiarity and planning), social support, death attitudes,… (more)

Subjects/Keywords: Transgender; Aging; Discrimination; Social Support; Death Attitudes; Health Psychology; Lesbian, Gay, Bisexual, and Transgender Studies

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APA (6^th Edition):

Henry, R. S. (2018). Discrimination, Mental Health, and Preparedness for Aging in Trans(gender)/Gender-Nonconforming Adults. (Thesis). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5652

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Henry, Richard S. “Discrimination, Mental Health, and Preparedness for Aging in Trans(gender)/Gender-Nonconforming Adults.” 2018. Thesis, Virginia Commonwealth University. Accessed March 23, 2019. https://scholarscompass.vcu.edu/etd/5652.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Henry, Richard S. “Discrimination, Mental Health, and Preparedness for Aging in Trans(gender)/Gender-Nonconforming Adults.” 2018. Web. 23 Mar 2019.

Vancouver:

Henry RS. Discrimination, Mental Health, and Preparedness for Aging in Trans(gender)/Gender-Nonconforming Adults. [Internet] [Thesis]. Virginia Commonwealth University; 2018. [cited 2019 Mar 23]. Available from: https://scholarscompass.vcu.edu/etd/5652.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Henry RS. Discrimination, Mental Health, and Preparedness for Aging in Trans(gender)/Gender-Nonconforming Adults. [Thesis]. Virginia Commonwealth University; 2018. Available from: https://scholarscompass.vcu.edu/etd/5652

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Western Ontario

14. Fraser, Lee (Molly) J. Reblogging Gender: Non-Binary Transgender Subjectivities and the Internet.

Degree: 2017, University of Western Ontario

URL: https://ir.lib.uwo.ca/etd/4453

► This thesis is an examination of non-binary transgender communities on the internet and the new, non-binary modes of subjectivity that can be read within these… (more)

Subjects/Keywords: Non-binary; Transgender; Tumblr; Embodiment; Social Media; Capital; Lesbian, Gay, Bisexual, and Transgender Studies

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APA (6^th Edition):

Fraser, L. (. J. (2017). Reblogging Gender: Non-Binary Transgender Subjectivities and the Internet. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4453

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fraser, Lee (Molly) J. “Reblogging Gender: Non-Binary Transgender Subjectivities and the Internet.” 2017. Thesis, University of Western Ontario. Accessed March 23, 2019. https://ir.lib.uwo.ca/etd/4453.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fraser, Lee (Molly) J. “Reblogging Gender: Non-Binary Transgender Subjectivities and the Internet.” 2017. Web. 23 Mar 2019.

Vancouver:

Fraser L(J. Reblogging Gender: Non-Binary Transgender Subjectivities and the Internet. [Internet] [Thesis]. University of Western Ontario; 2017. [cited 2019 Mar 23]. Available from: https://ir.lib.uwo.ca/etd/4453.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fraser L(J. Reblogging Gender: Non-Binary Transgender Subjectivities and the Internet. [Thesis]. University of Western Ontario; 2017. Available from: https://ir.lib.uwo.ca/etd/4453

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Wayne State University

15. Thomas, Erika Marie. Recognition of the transgender self: an examination of the apologia of the 'pregnant man'.

Degree: PhD, Communication, 2011, Wayne State University

URL: https://digitalcommons.wayne.edu/oa_dissertations/336

► In 2008, Thomas Beatie, a legally recognized male, transgender man, became pregnant with his first child and approached the American mass media to tell… (more)

▼ In 2008, Thomas Beatie, a legally recognized male, transgender man, became pregnant with his first child and approached the American mass media to tell his story and defend his decisions. Shortly thereafter, the public fought against his image, attempting to normalize his body and gender. Beatie's unique gender blurring, his choice for exposure and social recognition, and the resulting public controversy surrounding the incident makes for an important test case to understand Beatie's discursive and visual strategies directed toward the American public. This study, a rhetorical examination of the discourse and iconic visual image used by Beatie while his pregnant body received coverage by the mass media, seeks specifically to address the shortcomings in the study of discursive strategies for recognition of trans individuals. It uses the framing and theory of apologia rhetoric to understand Beatie's rhetorical choices. This project classifies and analyzes Beatie's messages, specifically looking for ways Beatie creates agency, identification and blurs his sex/gender identity. In exploring Beatie's discourse, this dissertation assesses the following fundamental questions about his discourse: to what degree does his apologia rhetoric operate as recognition? How well is he able to construct persuasive messages of apologia that allow him to be recognized in codes of pregnancy and masculinity at the same time? In interrogating these questions, this project evaluates Beatie's strategies and determines how they inform conclusions about apologia rhetoric, performatives, and the current American ideologies on sex and gender. I demonstrate the fundamental impossibility of being recognized as both an intelligible pregnant man and explain why Beatie cannot defend certain choices or aspects of his life because his recognition is always incomplete and impossible. It concludes that Beatie acquires a sense of control at the same time that he asks for recognition of a body that is unintelligible to the public. His demand for recognition and its inevitable failure confounds the present system and makes him an individual that is difficult to tack down according to the contemporary sex/gender binary. Most importantly, his partial success and partial failed recognition may be necessary to disrupt long-standing sex/gender norms and cultural assumptions about bodies. Advisors/Committee Members: Kelly M. Young, William Trapani, III.

Subjects/Keywords: apologia; LGBTQ; Pregnant Man; recognition; rhetoric; transgender; Communication; Lesbian, Gay, Bisexual, and Transgender Studies; Rhetoric

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Thomas, E. M. (2011). Recognition of the transgender self: an examination of the apologia of the 'pregnant man'. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/336

Chicago Manual of Style (16^th Edition):

Thomas, Erika Marie. “Recognition of the transgender self: an examination of the apologia of the 'pregnant man'.” 2011. Doctoral Dissertation, Wayne State University. Accessed March 23, 2019. https://digitalcommons.wayne.edu/oa_dissertations/336.

MLA Handbook (7^th Edition):

Thomas, Erika Marie. “Recognition of the transgender self: an examination of the apologia of the 'pregnant man'.” 2011. Web. 23 Mar 2019.

Vancouver:

Thomas EM. Recognition of the transgender self: an examination of the apologia of the 'pregnant man'. [Internet] [Doctoral dissertation]. Wayne State University; 2011. [cited 2019 Mar 23]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/336.

Council of Science Editors:

Thomas EM. Recognition of the transgender self: an examination of the apologia of the 'pregnant man'. [Doctoral Dissertation]. Wayne State University; 2011. Available from: https://digitalcommons.wayne.edu/oa_dissertations/336

Loyola University Chicago

16. Jourian, T.j. “My Masculinity Is a Little Love Poem to Myself”: Trans*masculine College Students’ Conceptualizations of Masculinities.

Degree: PhD, Education, 2016, Loyola University Chicago

URL: https://ecommons.luc.edu/luc_diss/2590

► Men and masculinities studies in higher education are gaining prominence within the literature, illuminating how cisgender men understand and grapple with masculinity on college… (more)

Subjects/Keywords: college students; masculine; masculinity; trans; transgender; trans*masculine; Lesbian, Gay, Bisexual, and Transgender Studies

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APA (6^th Edition):

Jourian, T. j. (2016). “My Masculinity Is a Little Love Poem to Myself”: Trans*masculine College Students’ Conceptualizations of Masculinities. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2590

Chicago Manual of Style (16^th Edition):

Jourian, T j. ““My Masculinity Is a Little Love Poem to Myself”: Trans*masculine College Students’ Conceptualizations of Masculinities.” 2016. Doctoral Dissertation, Loyola University Chicago. Accessed March 23, 2019. https://ecommons.luc.edu/luc_diss/2590.

MLA Handbook (7^th Edition):

Jourian, T j. ““My Masculinity Is a Little Love Poem to Myself”: Trans*masculine College Students’ Conceptualizations of Masculinities.” 2016. Web. 23 Mar 2019.

Vancouver:

Jourian Tj. “My Masculinity Is a Little Love Poem to Myself”: Trans*masculine College Students’ Conceptualizations of Masculinities. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2016. [cited 2019 Mar 23]. Available from: https://ecommons.luc.edu/luc_diss/2590.

Council of Science Editors:

Jourian Tj. “My Masculinity Is a Little Love Poem to Myself”: Trans*masculine College Students’ Conceptualizations of Masculinities. [Doctoral Dissertation]. Loyola University Chicago; 2016. Available from: https://ecommons.luc.edu/luc_diss/2590

University of Colorado

17. Seamont, Morgan M.H. Becoming "The Man I Want to Be": Transgender Masculinity, Embodiment, and Sexuality.

Degree: PhD, 2018, University of Colorado

URL: https://scholar.colorado.edu/anth_gradetds/85

► This dissertation argues that transgender men have a different positionality than cisgender men. Being raised as a girl, socialized as a woman, and then… (more)

Subjects/Keywords: embodiment; masculinity; sexuality; transgender; culture; Lesbian, Gay, Bisexual, and Transgender Studies; Social and Cultural Anthropology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Seamont, M. M. H. (2018). Becoming "The Man I Want to Be": Transgender Masculinity, Embodiment, and Sexuality. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/anth_gradetds/85

Chicago Manual of Style (16^th Edition):

Seamont, Morgan M H. “Becoming "The Man I Want to Be": Transgender Masculinity, Embodiment, and Sexuality.” 2018. Doctoral Dissertation, University of Colorado. Accessed March 23, 2019. https://scholar.colorado.edu/anth_gradetds/85.

MLA Handbook (7^th Edition):

Seamont, Morgan M H. “Becoming "The Man I Want to Be": Transgender Masculinity, Embodiment, and Sexuality.” 2018. Web. 23 Mar 2019.

Vancouver:

Seamont MMH. Becoming "The Man I Want to Be": Transgender Masculinity, Embodiment, and Sexuality. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2019 Mar 23]. Available from: https://scholar.colorado.edu/anth_gradetds/85.

Council of Science Editors:

Seamont MMH. Becoming "The Man I Want to Be": Transgender Masculinity, Embodiment, and Sexuality. [Doctoral Dissertation]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/anth_gradetds/85

University of Michigan

18. Cavalcante, Andre. The Struggle for the Ordinary: Media Culture, Transgender Audiences and the Achievement of Everyday Life.

Degree: PhD, Communication, 2013, University of Michigan

URL: http://hdl.handle.net/2027.42/100102

► From the 1980s to the early years of the 21st century, media has increasingly incorporated the stories of lesbian, gay, bisexual and transgender (LGBT) individuals.… (more)

▼ From the 1980s to the early years of the 21st century, media has increasingly incorporated the stories of lesbian, gay, bisexual and transgender (LGBT) individuals. This dissertation, “The Struggle for the Ordinary: Media Culture, Transgender Audiences, and the Achievement of Everyday Life” presents a qualitative exploration into the complex relationship - a circuit of cultural influences - between media culture, transgender identity formation, and everyday life. It accounts for the social, cultural and political processes that have resulted in a swelling of transgender media visibility, and what is at stake in these representations for transgender individuals. It develops from and extends the scholarship on media audiences and audience reception, which seeks to understand how ‘real’ people in the ‘real’ world interact with media to establish meaning in their everyday lives. Informed by in-depth interviews and participant observation within the transgender community, this investigation considers how transgender audiences locate empowering messages and resources for identity work from within media culture. I illustrate how, in playing a primary role in study participants’ construction of a transgender self, media carries the potential to expedite the process of self-realization and/or frustrate and delay it. Media engagements have significant influence over study participants’ interpersonal relationships, feelings of belonging, and sense of personal security. Informed by de Certeau’s (1984) theory of everyday “tactics,” I argue study participants employ strategies of creative adaptation, methodologies of survival and “ways of making do” (de Certeau, 1984, p. 29) in navigating a conflicting and often hostile media environment. This dissertation also illuminates transgender individuals’ struggle for the ordinary, or the constant and deliberate work devoted to achieving the common and routine inclusions, rhythms, and affordances of everyday life. In accord with the doctrines of ethnomethodology, I argue “the ordinary” is an achievement, a social accomplishment that requires conscious effort and creative labor. My dissertation extends the ethnomethodological tradition by emphasizing the role of communications technologies in accomplishing the ordinary. Advisors/Committee Members: Means Coleman, Robin Renee (committee member), Rubin, Gayle S. (committee member), Punathambekar, Aswin (committee member), Scannell, Gerald Patrick (committee member).

Subjects/Keywords: Media Culture, Transgender Individuals and Everyday Life; Communications; Gay/Lesbian/Bisexual/Transgender Studies; Social Sciences

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APA (6^th Edition):

Cavalcante, A. (2013). The Struggle for the Ordinary: Media Culture, Transgender Audiences and the Achievement of Everyday Life. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/100102

Chicago Manual of Style (16^th Edition):

Cavalcante, Andre. “The Struggle for the Ordinary: Media Culture, Transgender Audiences and the Achievement of Everyday Life.” 2013. Doctoral Dissertation, University of Michigan. Accessed March 23, 2019. http://hdl.handle.net/2027.42/100102.

MLA Handbook (7^th Edition):

Cavalcante, Andre. “The Struggle for the Ordinary: Media Culture, Transgender Audiences and the Achievement of Everyday Life.” 2013. Web. 23 Mar 2019.

Vancouver:

Cavalcante A. The Struggle for the Ordinary: Media Culture, Transgender Audiences and the Achievement of Everyday Life. [Internet] [Doctoral dissertation]. University of Michigan; 2013. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/2027.42/100102.

Council of Science Editors:

Cavalcante A. The Struggle for the Ordinary: Media Culture, Transgender Audiences and the Achievement of Everyday Life. [Doctoral Dissertation]. University of Michigan; 2013. Available from: http://hdl.handle.net/2027.42/100102

19. Shaffer, Andrew. The Lavender Tide: LGBTQ Activism in Neoliberal Argentina.

Degree: MAin International Studies, International Studies, 2012, University of San Francisco

URL: https://repository.usfca.edu/thes/30

► Beginning with the legalization of same-sex marriage in 2010 and following up with the passage of the gender identity law of 2012, Argentina has… (more)

Subjects/Keywords: Argentina; LGBTQ; Neoliberalism; Activism; Gay rights; FALGBT; Lesbian, Gay, Bisexual, and Transgender Studies

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APA (6^th Edition):

Shaffer, A. (2012). The Lavender Tide: LGBTQ Activism in Neoliberal Argentina. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/thes/30

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Shaffer, Andrew. “The Lavender Tide: LGBTQ Activism in Neoliberal Argentina.” 2012. Thesis, University of San Francisco. Accessed March 23, 2019. https://repository.usfca.edu/thes/30.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Shaffer, Andrew. “The Lavender Tide: LGBTQ Activism in Neoliberal Argentina.” 2012. Web. 23 Mar 2019.

Vancouver:

Shaffer A. The Lavender Tide: LGBTQ Activism in Neoliberal Argentina. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Mar 23]. Available from: https://repository.usfca.edu/thes/30.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shaffer A. The Lavender Tide: LGBTQ Activism in Neoliberal Argentina. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/thes/30

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

20. Fulwood, Kasey Jaren. The National Register of Historic Places and lesbian, gay, bisexual, and transgender (LGBT) heritage.

Degree: MHP, Historic Preservation, 2014, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/fulwood_kasey_j_201405_mhp

► This thesis examines the effectiveness of the National Register of Historic Places in recognizing the historic resources of the Lesbian, Gay, Bisexual, and Transgender (LGBT)… (more)

Subjects/Keywords: Lesbian; Gay; Bisexual; and Transgender (LGBT)

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APA (6^th Edition):

Fulwood, K. J. (2014). The National Register of Historic Places and lesbian, gay, bisexual, and transgender (LGBT) heritage. (Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/fulwood_kasey_j_201405_mhp

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fulwood, Kasey Jaren. “The National Register of Historic Places and lesbian, gay, bisexual, and transgender (LGBT) heritage.” 2014. Thesis, University of Georgia. Accessed March 23, 2019. http://purl.galileo.usg.edu/uga_etd/fulwood_kasey_j_201405_mhp.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fulwood, Kasey Jaren. “The National Register of Historic Places and lesbian, gay, bisexual, and transgender (LGBT) heritage.” 2014. Web. 23 Mar 2019.

Vancouver:

Fulwood KJ. The National Register of Historic Places and lesbian, gay, bisexual, and transgender (LGBT) heritage. [Internet] [Thesis]. University of Georgia; 2014. [cited 2019 Mar 23]. Available from: http://purl.galileo.usg.edu/uga_etd/fulwood_kasey_j_201405_mhp.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fulwood KJ. The National Register of Historic Places and lesbian, gay, bisexual, and transgender (LGBT) heritage. [Thesis]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/fulwood_kasey_j_201405_mhp

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Colorado

21. Crowe, Kevin Christopher. Words That Wound: Lgbtq Playwrights Respond to Bullying and Teen Suicide.

Degree: PhD, Theatre & Dance, 2017, University of Colorado

URL: https://scholar.colorado.edu/thtr_gradetds/45

► This research looks at how playwrights within a specific and unique community use theatre to address challenges faced by that community to bring about… (more)

Subjects/Keywords: Gay; Lesbian; LGBTQ; McCraney; Playwrights; Theatre; Lesbian, Gay, Bisexual, and Transgender Studies; Theatre and Performance Studies; Theatre History

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Crowe, K. C. (2017). Words That Wound: Lgbtq Playwrights Respond to Bullying and Teen Suicide. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/thtr_gradetds/45

Chicago Manual of Style (16^th Edition):

Crowe, Kevin Christopher. “Words That Wound: Lgbtq Playwrights Respond to Bullying and Teen Suicide.” 2017. Doctoral Dissertation, University of Colorado. Accessed March 23, 2019. https://scholar.colorado.edu/thtr_gradetds/45.

MLA Handbook (7^th Edition):

Crowe, Kevin Christopher. “Words That Wound: Lgbtq Playwrights Respond to Bullying and Teen Suicide.” 2017. Web. 23 Mar 2019.

Vancouver:

Crowe KC. Words That Wound: Lgbtq Playwrights Respond to Bullying and Teen Suicide. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2019 Mar 23]. Available from: https://scholar.colorado.edu/thtr_gradetds/45.

Council of Science Editors:

Crowe KC. Words That Wound: Lgbtq Playwrights Respond to Bullying and Teen Suicide. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/thtr_gradetds/45

University of Colorado

22. Crowe, Kevin Christopher. Words That Wound: LGBTQ Playwrights Respond to Bullying and Teen Suicide.

Degree: PhD, 2017, University of Colorado

URL: https://scholar.colorado.edu/thtr_gradetds/53

► This research looks at how playwrights within a specific and unique community use theatre to address challenges faced by that community to bring about… (more)

Subjects/Keywords: gay; lesbian; lgbtq; mccraney; playwrights; theatre; Lesbian, Gay, Bisexual, and Transgender Studies; Theatre and Performance Studies; Theatre History

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Crowe, K. C. (2017). Words That Wound: LGBTQ Playwrights Respond to Bullying and Teen Suicide. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/thtr_gradetds/53

Chicago Manual of Style (16^th Edition):

Crowe, Kevin Christopher. “Words That Wound: LGBTQ Playwrights Respond to Bullying and Teen Suicide.” 2017. Doctoral Dissertation, University of Colorado. Accessed March 23, 2019. https://scholar.colorado.edu/thtr_gradetds/53.

MLA Handbook (7^th Edition):

Crowe, Kevin Christopher. “Words That Wound: LGBTQ Playwrights Respond to Bullying and Teen Suicide.” 2017. Web. 23 Mar 2019.

Vancouver:

Crowe KC. Words That Wound: LGBTQ Playwrights Respond to Bullying and Teen Suicide. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2019 Mar 23]. Available from: https://scholar.colorado.edu/thtr_gradetds/53.

Council of Science Editors:

Crowe KC. Words That Wound: LGBTQ Playwrights Respond to Bullying and Teen Suicide. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/thtr_gradetds/53

University of Central Florida

23. Dieterle, Brandy. Celebrities, Fans, and Queering Gender Norms: A Critical Examination of Lady Gaga's, Nicki Minaj's, and Fans' Use of Instagram.

Degree: 2018, University of Central Florida

URL: http://stars.library.ucf.edu/etd/5797

► This dissertation used queer rhetoric as a lens for studying queering gender norms on Instagram by using Lady Gaga's, Nicki Minaj's, and fan posts as… (more)

Subjects/Keywords: Feminist, Gender, and Sexuality Studies; Lesbian, Gay, Bisexual, and Transgender Studies; Rhetoric; Social Media

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dieterle, B. (2018). Celebrities, Fans, and Queering Gender Norms: A Critical Examination of Lady Gaga's, Nicki Minaj's, and Fans' Use of Instagram. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/5797

Chicago Manual of Style (16^th Edition):

Dieterle, Brandy. “Celebrities, Fans, and Queering Gender Norms: A Critical Examination of Lady Gaga's, Nicki Minaj's, and Fans' Use of Instagram.” 2018. Doctoral Dissertation, University of Central Florida. Accessed March 23, 2019. http://stars.library.ucf.edu/etd/5797.

MLA Handbook (7^th Edition):

Dieterle, Brandy. “Celebrities, Fans, and Queering Gender Norms: A Critical Examination of Lady Gaga's, Nicki Minaj's, and Fans' Use of Instagram.” 2018. Web. 23 Mar 2019.

Vancouver:

Dieterle B. Celebrities, Fans, and Queering Gender Norms: A Critical Examination of Lady Gaga's, Nicki Minaj's, and Fans' Use of Instagram. [Internet] [Doctoral dissertation]. University of Central Florida; 2018. [cited 2019 Mar 23]. Available from: http://stars.library.ucf.edu/etd/5797.

Council of Science Editors:

Dieterle B. Celebrities, Fans, and Queering Gender Norms: A Critical Examination of Lady Gaga's, Nicki Minaj's, and Fans' Use of Instagram. [Doctoral Dissertation]. University of Central Florida; 2018. Available from: http://stars.library.ucf.edu/etd/5797

24. Fomotar, Marcel. Exploring the Lived Experience of Male-To-Female Transgender Youth Accessing Trans-Related Healthcare in Los Angeles.

Degree: PhD, Nursing, 2016, University of San Diego

URL: https://digital.sandiego.edu/dissertations/43

► Background: According to the National Institutes of Health (NIH) (2015), LGBTI individuals delay healthcare treatment because they fear stigmatization or because they believe many… (more)

▼ Background: According to the National Institutes of Health (NIH) (2015), LGBTI individuals delay healthcare treatment because they fear stigmatization or because they believe many healthcare professionals lack knowledge and experience working with LGBTI individuals. The phenomenon of living as a transgender person and accessing trans-related healthcare is understudied. Aim: To explore the perceived meaning of accessing transgender-related healthcare among transgender youth. Method: A phenomenological qualitative design grounded on Husserl’s descriptive phenomenology was used to explore the ascribed meaning associated to accessing trans-related healthcare services among transyouth as they experienced and perceived it. A purposive and thematic sample of Male-to-Female transyouth ages 21 to 24 years residing in Los Angeles California was obtained. Data was collected through digitally recorded one-on-one, face-to-face semi-structured interviews. Colaizzi’s descriptive phenomenological strategy was used to integrate significant statements into principal themes. Findings: Three major themes were identified: Transitioning, Self-Fulfillment, and Trans Community Solidarity. Transitioning was of utmost importance to the participants as it allowed them to live full and authentic lives, and trans community solidarity was important in mitigating the stigma faced by transyouth. Transitioning not only helped in aligning the participants’ gender identities and physical bodies, but also in allowing others to see and interact with the participants in the ways that were consistent with how the participants saw themselves. Having access to trans-related healthcare assisted all participants to be happy and comfortable in their female self. Accessing trans-related healthcare facilitated integration into the closely-knit trans community that served as a support system for the participants due to their shared experiences. Conclusion: This study suggests that developing a trans person’s sense of belonging to the trans community can be enhanced by helping them develop their transgender identity. This in turn potentially has the ability to improve mental health and thus quality of life for trans individuals. Implication: It is imperative that healthcare professionals and policy-makers recognize the significance and impact of transitioning and ensure timely and efficient access to trans-related healthcare resources for trans individuals.

Subjects/Keywords: Healthcare access; LGBTI; self-fullfilment; Transgender; Transgender Community Solidarity; Transitioning; Lesbian, Gay, Bisexual, and Transgender Studies; Nursing; Public Health

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APA (6^th Edition):

Fomotar, M. (2016). Exploring the Lived Experience of Male-To-Female Transgender Youth Accessing Trans-Related Healthcare in Los Angeles. (Doctoral Dissertation). University of San Diego. Retrieved from https://digital.sandiego.edu/dissertations/43

Chicago Manual of Style (16^th Edition):

Fomotar, Marcel. “Exploring the Lived Experience of Male-To-Female Transgender Youth Accessing Trans-Related Healthcare in Los Angeles.” 2016. Doctoral Dissertation, University of San Diego. Accessed March 23, 2019. https://digital.sandiego.edu/dissertations/43.

MLA Handbook (7^th Edition):

Fomotar, Marcel. “Exploring the Lived Experience of Male-To-Female Transgender Youth Accessing Trans-Related Healthcare in Los Angeles.” 2016. Web. 23 Mar 2019.

Vancouver:

Fomotar M. Exploring the Lived Experience of Male-To-Female Transgender Youth Accessing Trans-Related Healthcare in Los Angeles. [Internet] [Doctoral dissertation]. University of San Diego; 2016. [cited 2019 Mar 23]. Available from: https://digital.sandiego.edu/dissertations/43.

Council of Science Editors:

Fomotar M. Exploring the Lived Experience of Male-To-Female Transgender Youth Accessing Trans-Related Healthcare in Los Angeles. [Doctoral Dissertation]. University of San Diego; 2016. Available from: https://digital.sandiego.edu/dissertations/43

University of Wisconsin – Milwaukee

25. Sugden, Ryan Charles. Gay Liberation Is One Thing, but Nobody Likes a Dyke: Emerging Frames in Queer Radio.

Degree: MA, Media Studies, 2016, University of Wisconsin – Milwaukee

URL: https://dc.uwm.edu/etd/1420

► This thesis examines how a social movement uses the media to progress in society. I conduct a framing analysis on the queer community’s use… (more)

Subjects/Keywords: Assimilation; Diversity; Framing; Queer; Radio; Sexuality; Lesbian, Gay, Bisexual, and Transgender Studies; Mass Communication

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APA (6^th Edition):

Sugden, R. C. (2016). Gay Liberation Is One Thing, but Nobody Likes a Dyke: Emerging Frames in Queer Radio. (Thesis). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1420

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sugden, Ryan Charles. “Gay Liberation Is One Thing, but Nobody Likes a Dyke: Emerging Frames in Queer Radio.” 2016. Thesis, University of Wisconsin – Milwaukee. Accessed March 23, 2019. https://dc.uwm.edu/etd/1420.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sugden, Ryan Charles. “Gay Liberation Is One Thing, but Nobody Likes a Dyke: Emerging Frames in Queer Radio.” 2016. Web. 23 Mar 2019.

Vancouver:

Sugden RC. Gay Liberation Is One Thing, but Nobody Likes a Dyke: Emerging Frames in Queer Radio. [Internet] [Thesis]. University of Wisconsin – Milwaukee; 2016. [cited 2019 Mar 23]. Available from: https://dc.uwm.edu/etd/1420.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sugden RC. Gay Liberation Is One Thing, but Nobody Likes a Dyke: Emerging Frames in Queer Radio. [Thesis]. University of Wisconsin – Milwaukee; 2016. Available from: https://dc.uwm.edu/etd/1420

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Colorado

26. Weidler-Lewis, Joanna R. Engineering Genders: A Spatial Analysis of Engineering, Gender, and Learning.

Degree: PhD, Education, 2016, University of Colorado

URL: http://scholar.colorado.edu/educ_gradetds/85

► This three article dissertation is an investigation into the ontology of learning insofar as learning is a process of becoming. In each article I… (more)

Subjects/Keywords: engineering; undergraduate education; LGBTQA; Education; Engineering Education; Lesbian, Gay, Bisexual, and Transgender Studies

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APA (6^th Edition):

Weidler-Lewis, J. R. (2016). Engineering Genders: A Spatial Analysis of Engineering, Gender, and Learning. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/85

Chicago Manual of Style (16^th Edition):

Weidler-Lewis, Joanna R. “Engineering Genders: A Spatial Analysis of Engineering, Gender, and Learning.” 2016. Doctoral Dissertation, University of Colorado. Accessed March 23, 2019. http://scholar.colorado.edu/educ_gradetds/85.

MLA Handbook (7^th Edition):

Weidler-Lewis, Joanna R. “Engineering Genders: A Spatial Analysis of Engineering, Gender, and Learning.” 2016. Web. 23 Mar 2019.

Vancouver:

Weidler-Lewis JR. Engineering Genders: A Spatial Analysis of Engineering, Gender, and Learning. [Internet] [Doctoral dissertation]. University of Colorado; 2016. [cited 2019 Mar 23]. Available from: http://scholar.colorado.edu/educ_gradetds/85.

Council of Science Editors:

Weidler-Lewis JR. Engineering Genders: A Spatial Analysis of Engineering, Gender, and Learning. [Doctoral Dissertation]. University of Colorado; 2016. Available from: http://scholar.colorado.edu/educ_gradetds/85

Eastern Illinois University

27. Carrara, Cameron. An Analysis of Contextual Conditions As First Year RAs Train In and Implement the Phase One Safe Zone Program.

Degree: MS, Counseling and Student Development, 2015, Eastern Illinois University

URL: http://thekeep.eiu.edu/theses/1887

► Since the 1990s, safe space initiatives, such as Safe Zone, have been developed on college campuses across the United States as a way of… (more)

Subjects/Keywords: Gender and Sexuality; Lesbian, Gay, Bisexual, and Transgender Studies; Student Counseling and Personnel Services

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APA (6^th Edition):

Carrara, C. (2015). An Analysis of Contextual Conditions As First Year RAs Train In and Implement the Phase One Safe Zone Program. (Masters Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/1887

Chicago Manual of Style (16^th Edition):

Carrara, Cameron. “An Analysis of Contextual Conditions As First Year RAs Train In and Implement the Phase One Safe Zone Program.” 2015. Masters Thesis, Eastern Illinois University. Accessed March 23, 2019. http://thekeep.eiu.edu/theses/1887.

MLA Handbook (7^th Edition):

Carrara, Cameron. “An Analysis of Contextual Conditions As First Year RAs Train In and Implement the Phase One Safe Zone Program.” 2015. Web. 23 Mar 2019.

Vancouver:

Carrara C. An Analysis of Contextual Conditions As First Year RAs Train In and Implement the Phase One Safe Zone Program. [Internet] [Masters thesis]. Eastern Illinois University; 2015. [cited 2019 Mar 23]. Available from: http://thekeep.eiu.edu/theses/1887.

Council of Science Editors:

Carrara C. An Analysis of Contextual Conditions As First Year RAs Train In and Implement the Phase One Safe Zone Program. [Masters Thesis]. Eastern Illinois University; 2015. Available from: http://thekeep.eiu.edu/theses/1887

Eastern Illinois University

28. Trump, Jack R. A Qualitative Analysis of Coping Strategies and the Coming Out Process of Gay Males in College Fraternities.

Degree: MS, Counseling and Student Development, 2003, Eastern Illinois University

URL: http://thekeep.eiu.edu/theses/1397

► Purpose The purpose of this basic qualitative study was to identify existing themes in the lived experiences of five gay males who disclosed their… (more)

▼ Purpose The purpose of this basic qualitative study was to identify existing themes in the lived experiences of five gay males who disclosed their sexuality to some or all of their fraternity brothers while still an undergraduate member. Interviews with the participants were conducted to identify (1) their perceptions of the environment within the fraternity in regard to sexuality, (2) coping strategies used to conceal their sexuality, (3) variables that facilitated coming-out to their fraternities, and ( 4) their approach to coming-out to their fraternities. Methodology Participants were obtained by means of a Call for Participants Email sent over a number of sizable listservs that focused on issues pertaining either to fraternity men, gay men, or gay men in fraternities. Five individuals were selected who fit the selection criteria for this study. The researcher collected data through one-on-one informal interviews that were audio-recorded and transcribed. Interviews were semi-structured to allow for the participants to fully share their stories. The researcher used the constant comparative qualitative analysis technique to identify emerging themes. Findings Three themes emerged in response to participants' perceptions of the fraternity environment in regard to sexuality: homophobia, heterosexism, and heterocentrism. Participants' perceptions of the fraternity environment significantly affected the usage of both the type and frequency of coping strategies employed. Numerous variables influenced a person's decision to come-out, but most of these variables were in some way linked to the individual's level of homosexual identity development. Three approaches to coming-out were identified: member specific approach, step-by-step approach, and passive/reactive approach. The member specific approach emphasized coming-out to specific members who were leaders or had a strong bond with the participant. The step-by-step approach focused on a carefully planned strategy to reveal one's sexuality. The passive/reactive approach involved creating scenarios that indirectly provided the opportunity for the respondent to affirm his sexuality. The approach used in coming-out to one's fraternity members appeared to have a strong connection with the variables that facilitated one to come-out to his fraternity. However, the different approaches to coming-out within a fraternity seemed in many ways to contain numerous overlapping elements. Advisors/Committee Members: Richard L. Roberts.

Subjects/Keywords: Lesbian; Gay; Bisexual; and Transgender Studies

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APA (6^th Edition):

Trump, J. R. (2003). A Qualitative Analysis of Coping Strategies and the Coming Out Process of Gay Males in College Fraternities. (Masters Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/1397

Chicago Manual of Style (16^th Edition):

Trump, Jack R. “A Qualitative Analysis of Coping Strategies and the Coming Out Process of Gay Males in College Fraternities.” 2003. Masters Thesis, Eastern Illinois University. Accessed March 23, 2019. http://thekeep.eiu.edu/theses/1397.

MLA Handbook (7^th Edition):

Trump, Jack R. “A Qualitative Analysis of Coping Strategies and the Coming Out Process of Gay Males in College Fraternities.” 2003. Web. 23 Mar 2019.

Vancouver:

Trump JR. A Qualitative Analysis of Coping Strategies and the Coming Out Process of Gay Males in College Fraternities. [Internet] [Masters thesis]. Eastern Illinois University; 2003. [cited 2019 Mar 23]. Available from: http://thekeep.eiu.edu/theses/1397.

Council of Science Editors:

Trump JR. A Qualitative Analysis of Coping Strategies and the Coming Out Process of Gay Males in College Fraternities. [Masters Thesis]. Eastern Illinois University; 2003. Available from: http://thekeep.eiu.edu/theses/1397

Eastern Illinois University

29. Rowan, Stacy. Perceptions of Transgender Students in Social Fraternities and Sororities.

Degree: MS, Counseling and Student Development, 2017, Eastern Illinois University

URL: http://thekeep.eiu.edu/theses/2693

► Recently, a total of ten social fraternities and sororities have published statements inclusive of transgender individuals, while others have remained silent on their inclusive… (more)

Subjects/Keywords: Higher Education; Lesbian, Gay, Bisexual, and Transgender Studies; Student Counseling and Personnel Services

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APA (6^th Edition):

Rowan, S. (2017). Perceptions of Transgender Students in Social Fraternities and Sororities. (Masters Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/2693

Chicago Manual of Style (16^th Edition):

Rowan, Stacy. “Perceptions of Transgender Students in Social Fraternities and Sororities.” 2017. Masters Thesis, Eastern Illinois University. Accessed March 23, 2019. http://thekeep.eiu.edu/theses/2693.

MLA Handbook (7^th Edition):

Rowan, Stacy. “Perceptions of Transgender Students in Social Fraternities and Sororities.” 2017. Web. 23 Mar 2019.

Vancouver:

Rowan S. Perceptions of Transgender Students in Social Fraternities and Sororities. [Internet] [Masters thesis]. Eastern Illinois University; 2017. [cited 2019 Mar 23]. Available from: http://thekeep.eiu.edu/theses/2693.

Council of Science Editors:

Rowan S. Perceptions of Transgender Students in Social Fraternities and Sororities. [Masters Thesis]. Eastern Illinois University; 2017. Available from: http://thekeep.eiu.edu/theses/2693

Wilfrid Laurier University

30. Eby, Margaret Arlene. 'Queerscapes': Lesbian women's experience of bias in Supervised Pastoral Education (SPE) in the Canadian Association for Pastoral Practice and Education (CAPPE).

Degree: 2000, Wilfrid Laurier University

URL: https://scholars.wlu.ca/etd/248

► Five women members of The Canadian Association for Pastoral Practice and Education (CAPPE) who self-identiﬁed as lesbian were interviewed concerning their experiences of bias based… (more)

Subjects/Keywords: Lesbian; Gay; Bisexual; and Transgender Studies

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APA (6^th Edition):

Eby, M. A. (2000). 'Queerscapes': Lesbian women's experience of bias in Supervised Pastoral Education (SPE) in the Canadian Association for Pastoral Practice and Education (CAPPE). (Thesis). Wilfrid Laurier University. Retrieved from https://scholars.wlu.ca/etd/248

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Eby, Margaret Arlene. “'Queerscapes': Lesbian women's experience of bias in Supervised Pastoral Education (SPE) in the Canadian Association for Pastoral Practice and Education (CAPPE).” 2000. Thesis, Wilfrid Laurier University. Accessed March 23, 2019. https://scholars.wlu.ca/etd/248.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Eby, Margaret Arlene. “'Queerscapes': Lesbian women's experience of bias in Supervised Pastoral Education (SPE) in the Canadian Association for Pastoral Practice and Education (CAPPE).” 2000. Web. 23 Mar 2019.

Vancouver:

Eby MA. 'Queerscapes': Lesbian women's experience of bias in Supervised Pastoral Education (SPE) in the Canadian Association for Pastoral Practice and Education (CAPPE). [Internet] [Thesis]. Wilfrid Laurier University; 2000. [cited 2019 Mar 23]. Available from: https://scholars.wlu.ca/etd/248.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Eby MA. 'Queerscapes': Lesbian women's experience of bias in Supervised Pastoral Education (SPE) in the Canadian Association for Pastoral Practice and Education (CAPPE). [Thesis]. Wilfrid Laurier University; 2000. Available from: https://scholars.wlu.ca/etd/248

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations