{"id":{"repo_id":"royalroads","oai_identifier":"oai:null:10613/27567"},"canonical_url":"https://search.dev.ndltd.org/etd/royalroads/oai:null:10613/27567","repository":{"repo_id":"royalroads","name":"Royal Roads University","base_url":"https://www.viurrspace.ca/server/oai/request"},"display":{"title":"What's it like to be a Two-Spirit and Indigiqueer in High School?","abstract":"British Columbia’s (BC) Ministry of Education have recently implemented Sexual Orientation Gender Identity (SOGI) resources. Yet, the current SOGI resources do not reflect the unique and complex issues related to Indigenous LGBTQ2S+ students. Indeed, there is a gap in the existing research literature about Two-Spirit and Indigiqueer students' experiences in high school. The purpose of this study was to learn about the lived experiences of Two-Spirit and Indigiqueer students in a BC high school and how they experience support through their own personal stories. Using a theoretical framework based on intersectionality and queer theory, I conducted semi-structured interviews with three participants and analyzed the data using interpretive phenomenological analysis (IPA). The critical analysis of the semi-structured interviews revealed the importance of family support and kinship, the need for personalized support that reflects their identities and culture, the need to address gender-phobic and queer-phobic bullying, and the need to develop cultural SOGI resources.","abstract_html":"British Columbia’s (BC) Ministry of Education have recently implemented Sexual Orientation Gender Identity (SOGI) resources. Yet, the current SOGI resources do not reflect the unique and complex issues related to Indigenous LGBTQ2S+ students. Indeed, there is a gap in the existing research literature about Two-Spirit and Indigiqueer students' experiences in high school. The purpose of this study was to learn about the lived experiences of Two-Spirit and Indigiqueer students in a BC high school and how they experience support through their own personal stories. Using a theoretical framework based on intersectionality and queer theory, I conducted semi-structured interviews with three participants and analyzed the data using interpretive phenomenological analysis (IPA). The critical analysis of the semi-structured interviews revealed the importance of family support and kinship, the need for personalized support that reflects their identities and culture, the need to address gender-phobic and queer-phobic bullying, and the need to develop cultural SOGI resources.","abstract_has_math":false,"creators":["Speirs, Amanda, Marie"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Halcomb-Smith, Lauren"],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023","date_published":"2023","updated_at":"2026-07-27T20:47:33Z","subjects":["School of education and technology"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://doi.org/10.25316/IR-19241"],"render_values":[{"text":"https://doi.org/10.25316/IR-19241","href":"https://doi.org/10.25316/IR-19241","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10613/27567","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Halcomb-Smith, Lauren"]},{"key":"dc:creator","label":"Author","values":["Speirs, Amanda, Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-12-18T16:51:51Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-12-18T16:51:51Z"]},{"key":"dc:date.issued","label":"Date","values":["2023"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School of education and technology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10613/27567","https://doi.org/10.25316/IR-19241"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["2023"]},{"key":"dc:description.abstract","label":"Abstract","values":["British Columbia’s (BC) Ministry of Education have recently implemented Sexual Orientation Gender Identity (SOGI) resources. Yet, the current SOGI resources do not reflect the unique and complex issues related to Indigenous LGBTQ2S+ students. Indeed, there is a gap in the existing research literature about Two-Spirit and Indigiqueer students' experiences in high school. The purpose of this study was to learn about the lived experiences of Two-Spirit and Indigiqueer students in a BC high school and how they experience support through their own personal stories. Using a theoretical framework based on intersectionality and queer theory, I conducted semi-structured interviews with three participants and analyzed the data using interpretive phenomenological analysis (IPA). The critical analysis of the semi-structured interviews revealed the importance of family support and kinship, the need for personalized support that reflects their identities and culture, the need to address gender-phobic and queer-phobic bullying, and the need to develop cultural SOGI resources."]},{"key":"dc:title","label":"Title","values":["What's it like to be a Two-Spirit and Indigiqueer in High School?"]}]}],"canonical_facts":{"dc:contributor.advisor":["Halcomb-Smith, Lauren"],"dc:creator":["Speirs, Amanda, Marie"],"dc:date.accessioned":["2023-12-18T16:51:51Z"],"dc:date.available":["2023-12-18T16:51:51Z"],"dc:date.issued":["2023"],"dc:description":["2023"],"dc:description.abstract":["British Columbia’s (BC) Ministry of Education have recently implemented Sexual Orientation Gender Identity (SOGI) resources. Yet, the current SOGI resources do not reflect the unique and complex issues related to Indigenous LGBTQ2S+ students. Indeed, there is a gap in the existing research literature about Two-Spirit and Indigiqueer students' experiences in high school. The purpose of this study was to learn about the lived experiences of Two-Spirit and Indigiqueer students in a BC high school and how they experience support through their own personal stories. Using a theoretical framework based on intersectionality and queer theory, I conducted semi-structured interviews with three participants and analyzed the data using interpretive phenomenological analysis (IPA). The critical analysis of the semi-structured interviews revealed the importance of family support and kinship, the need for personalized support that reflects their identities and culture, the need to address gender-phobic and queer-phobic bullying, and the need to develop cultural SOGI resources."],"dc:identifier.uri":["https://hdl.handle.net/10613/27567","https://doi.org/10.25316/IR-19241"],"dc:language.iso":["en_US"],"dc:subject":["School of education and technology"],"dc:title":["What's it like to be a Two-Spirit and Indigiqueer in High School?"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T20:47:33Z"}