Skip to Main Content
 

Global Search Box

 
 
 

ETD Abstract Container

Abstract Header

Writing Matters: Understanding the Writing Practices of Five Young Adults Self-Identifying on the LGBTQ Spectrum

Tollafield, Karen Andrus
http://orcid.org/0000-0001-5925-4927
http://rave.ohiolink.edu/etdc/view?acc_num=kent1468267685

Abstract Details

2016, PHD, Kent State University, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies.
TOLLAFIELD, KAREN ANDRUS, Ph.D., August 2016 TEACHING, LEARNING AND CURRICULUM STUDIES WRITING MATTERS: UNDERSTANDING THE WRITING PRACTICES OF FIVE YOUNG ADULTS SELF-IDENTIFYING ON THE LGBTQ SPECTRUM (450 pp.) Dissertation Director: William Kist, Ph.D. The purpose of this qualitative study was to further the understanding of how LGBTQ self-identified young adults perceive using writing and various forms of self-expression. Naturalistic inquiry case study was applied to explore the participants’ experiences with writing/self-expression by addressing the following questions: (a) What are the experiences of LGBTQ self-identified young adults with writing/self-expression in and out of the K–12 classroom and beyond? (b) In what ways are a variety of modes and genres of writing used in the LGBTQ youth/young adult community? Specifically, this study focused on investigating these questions through the lens of Nel Noddings’ Ethics of Care to determine whether these individuals utilized writing or other forms of expression as a self-care tool. Participants were five young adults between the ages of 18–25 who self-identified on the LGBTQ spectrum. Multiple data were collected: journal entries, poetry, essays, articles, photographs, drawings, and two 1-hour interviews with each participant. Results revealed that LGBTQ students often experience a disruption in the carer-cared for relationship between teachers and students and may turn to writing and other multi-modal forms of self-expression on their own as a means of self-care. The implications for research and instruction highlight the use of choice and a multi-modal approach to writing/composing in schools would be beneficial to all students.
William Kist (Advisor)
450 p.
Composition; Curricula; Education; Gender; Glbt Studies; Language Arts; Literacy; Multimedia Communications
writing; literacy; language arts; curricula; LGBTQ; multi-modality; education

Recommended Citations

Citations

  • Tollafield, K. A. (2016). Writing Matters: Understanding the Writing Practices of Five Young Adults Self-Identifying on the LGBTQ Spectrum [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1468267685

    APA Style (7th edition)

  • Tollafield, Karen. Writing Matters: Understanding the Writing Practices of Five Young Adults Self-Identifying on the LGBTQ Spectrum. 2016. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1468267685.

    MLA Style (8th edition)

  • Tollafield, Karen. "Writing Matters: Understanding the Writing Practices of Five Young Adults Self-Identifying on the LGBTQ Spectrum." Doctoral dissertation, Kent State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1468267685

    Chicago Manual of Style (17th edition)

kent1468267685
2,755
© 2016, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.