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Edwards, Brian James ProQuest Dissertations & Theses New England Colleg 2019 해외박사(DDOD)
Lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) centers began to be established at institutions of higher education following the Stonewall Uprising of 1969. Despite being viewed as important and valuable spaces on college and university campuses, few studies sought to inform on the experiences of LGBTQIA+ center practitioners hired to oversee these spaces and charged with supporting and advocating for their fellow marginalized populations. Like much of LGBTQIA+ history, this area of inquiry is severely under researched and underrepresented. This qualitative study used a phenomenological approach to explore and document the lived experiences of LGBTQIA+ center practitioners, establish a foundation in the literature upon which further studies can be built, and provide much needed visibility for LGBTQIA+ center practitioners in higher education. Twenty-two diverse co-researchers from across the nation candidly and bravely described their lived experiences, perceptions, and beliefs which, in turn, resulted in rich and meaningful new understandings of the profession. Data were analyzed using Moustakas’ modification of the Stevick-Colaizzi-Keen method and presented using six thematic elements: The Call, The Role, The Work, The Cost, The Learning, and The Future. Seven essences of experience were revealed: Empathy-Altruism, Relational, Purpose, Passion, Voice, Responsibility, and Courage. Two major perceptions permeated this study: (a) the belief that LGBTQIA+ center practitioners and their experiences are unique and (b) the belief that LGBTQIA+ center practitioners and their experiences are misunderstood. The findings from this study benefit past, present, and future LGBTQIA+ center practitioners, as well as leaders in positions within higher education who establish new roles and/or supervise LGBTQIA+ center practitioners. Moreover, the experiences of the co-researchers in this study challenge us all to reflect upon our inclusive practices and consider how we can, individually and institutionally, truly liberate LGBTQIA+ people in higher education and the world.
Lim, Merz Burghess Panares Roy ProQuest Dissertations & Theses New England Colleg 2023 해외박사(DDOD)
In this mixed-method study, participation in a peer mentoring program’s impact on ethnic identity development is explored, with particular emphasis on Asian American mentors. There has been a lack of research on the effects on the mentors who participated in peer mentoring programs. This study intended to provide an understanding of how the mentoring program contributes to their ethnic identity development. The quantitative phase consisted of a pre- and post-survey based on the Multigroup Ethnic Identity Measure (Phinney, 1992) to identify the respondents’ current stage of ethnic identity (N = 63). The survey was conducted between August 2021 and April 2022. Pre- and post-survey results revealed no statistically significant difference for the means of the students’ overall ethnic identity achievement; identity search subscale; or affirmation, belonging, and commitment subscales. The qualitative phase was exploratory, consisting of a phenomenological analysis of open survey responses and 13 in-depth interviews, which were conducted between January 2022 and March 2022. Purposeful selection was applied to select Asian American undergraduate students serving as peer mentors. The use of Colaizzi’s (1978) method of phenomenological analysis allowed for the moving of significant statements to four clustered themes that describe a peer mentor’s ethnic identity development through their participation in an ethnic-based mentoring program. Findings suggested participation in an ethnic-based peer mentoring program provides opportunities to explore and understand their ethnic identity. Recommendations are made which institutions can use to enhance peer mentors’ ethnic identity development.