Alberta Student Perspectives of Gender and Sexual Orientation (GSA) Clubs and Parental Acceptance
Notice bibliographique
Résumé
Since the 1990s, Alberta students have fostered school-based spaces called GSA clubs, a popular acronym for a student-led and teacher-supported club that provides a social space and resources for 2SLGBTQ+ students and their allies (originally called a Gay-Straight Alliance). My dissertation uses a 3-phase multi-method approach to examine the experiences of Alberta students in school-based GSAs, specifically regarding student club participation and their feelings of parental acceptance. Using a quantitative survey method, Phase 1 examined the GSA functioning, parental communication, and parental acceptance from the perspective of 71 students between the ages of 12 and 18 from 11 schools across 9 Alberta school districts. Phase 2 employed a qualitative descriptive method involving semi-structured individual interviews with 8 of the Phase 1 survey participants to further investigate students’ experiences of their GSA and parental acceptance. Phase 3 involved a Youth Participatory Action activity comprising of 15 participants between grades 7 and 12 from 11 schools across 9 Alberta school divisions. The purpose of Phase 3 was to involve student voices in the process of my data analysis and in shaping the resources created from my doctoral research. My key findings are that a) GSA clubs are welcoming joy-filled safe spaces that provide important social supports, fun activities, a place of reprieve from less supportive environments, and opportunities for leadership; b) Each student’s feelings of parental acceptance is based on the unique relationship they have to each parent combined with communication quality and personal identity development. Furthermore, parent-child relationships are complex and there are many factors youth consider when deciding to disclose their identity or GSA involvement to their parents. Overall, parents were more accepting than rejecting of their child’s sexual orientation and gender identity, however not all participants were out to their parents and attributed this to a need for improvements in parent-child communication alongside parental awareness and support of 2SLGBTQ+ identities. Students with better parent-child communication felt more supported by their parents regarding their sexual orientation and gender identity. Similarly, students who experienced greater parental support also disclosed their sexual orientation and/or gender identity to more of their parents. Students expressed the need for more resources for GSAs, parents, and the public, especially around navigating coming out and the public’s understanding of what GSA clubs entail. Limitations and future directions involving research and the dissemination of accessible resources will also be discussed.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,013 | 0,007 |
| Communication savante | 0,006 | 0,001 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».