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dc.contributor.authorGibney, Grace
dc.date.accessioned2017-07-10T15:34:38Z
dc.date.available2017-07-10T15:34:38Z
dc.identifier.urihttp://hdl.handle.net/10464/12831
dc.description.abstractThis study used a comparative case study method to explore online web logs (blogs) and vlogs of 7 higher education students who identify as LGBTQ. The researcher sought to examine (a) how higher education students who identify as LGBTQ navigate their school and daily life experiences in relationship with their identity on web logs; and (b) how these students reinforce or disrupt heteronormative assumptions regarding sexuality on web logs, potentially creating queer heterotopias online. The public domain web logs of the 7 participants were examined over a period of 1 year. D’Augelli’s (1994) lifespan model of sexual identity development served as a framework for directed textual content analysis. A theoretical framework of queer theory was used to understand how the bloggers and vloggers reinforced or transgressed heteronormative conceptions of sexuality. Seven primary themes emerged from the findings: the presence of each of the 6 lifespan stages of D’Augelli’s (1994) model, as well as a 7th theme focused on the university experience specifically. The heartfelt and courageous identity work that the bloggers shared revealed the importance of the online community to higher education students who are navigating an emerging LGBTQ life.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectLGBTQen_US
dc.subjectQueeren_US
dc.subjectHigher Educationen_US
dc.subjectWeb Loggingen_US
dc.subjectOnlineen_US
dc.titleQueer Heterotopias in Higher Education: LGBTQ Student Identity in Web Loggingen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
refterms.dateFOA2021-08-05T01:45:56Z


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