{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/115433"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/115433","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Middle school teachers and their engagement with early adolescent LGBTQ2+ students - a quantitative inquiry on barriers to equity","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms","abstract_has_math":false,"creators":["Christel, Caitlin J. Bromagen"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Pak, Yoon","Ward Hood, Denice","Kang, Hyun-Sook","Mason, Curtis"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-05","date_published":"2022-05","updated_at":"2026-07-22T22:24:54Z","subjects":["LGBTQ+","middle school","teacher perspective"],"languages":["en","eng"],"rights":["Copyright 2022 Caitlin Christel"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/115433","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pak, Yoon","Ward Hood, Denice","Kang, Hyun-Sook","Mason, Curtis"]},{"key":"dc:creator","label":"Author","values":["Christel, Caitlin J. Bromagen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-05","2022-04-25"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["LGBTQ+","middle school","teacher perspective"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2022 Caitlin Christel"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/115433"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms","The student, Caitlin Christel, accepted the attached license on 2022-04-21 at 17:56.","The student, Caitlin Christel, submitted this Dissertation for approval on 2022-04-21 at 18:00.","This Dissertation was approved for publication on 2022-04-25 at 16:46.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17900 on 2022-11-11 at 13:42:53","In the United States, research has shown that middle school LGBTQ+ students face a more hostile school environment than their high school LGBTQ+ student counterparts. Further, middle schools are less likely to have supportive staff members or inclusive curricula. Scholarship is in need of greater understanding of middle school teachers’ perceptions and their roles in this critical time of adolescent development for LGBTQ+ students. This dissertation research employed a quantitative methodology to discover middle school teachers’ perceived barriers to engagement with LGBTQ+ students and topics. The findings of this survey and data analysis reveal teachers report two major obstacles which create anxiety and discomfort surrounding engagement with sexual and gender diverse topics in educational spaces. First, teachers report they are worried that they may say the wrong thing and offend someone. Second, that teachers do not feel knowledgeable about LGBTQ+ terms, phrases, and labels. These findings are consistent with major research supporting the push for LGBTQ+-specific professional development for administrators and educators, and further the discussion on potentially polarizing sociocultural topics and their positionality in non-political, public schools. The potential for controversy can be decreased significantly when the narrative focuses on safety, wellbeing, and recognition of all students in public school, which naturally includes our LGBTQ+ students."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Middle school teachers and their engagement with early adolescent LGBTQ2+ students - a quantitative inquiry on barriers to equity"]}]}],"canonical_facts":{"dc:contributor":["Pak, Yoon","Ward Hood, Denice","Kang, Hyun-Sook","Mason, Curtis"],"dc:creator":["Christel, Caitlin J. Bromagen"],"dc:date":["2022-05","2022-04-25"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms","The student, Caitlin Christel, accepted the attached license on 2022-04-21 at 17:56.","The student, Caitlin Christel, submitted this Dissertation for approval on 2022-04-21 at 18:00.","This Dissertation was approved for publication on 2022-04-25 at 16:46.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17900 on 2022-11-11 at 13:42:53","In the United States, research has shown that middle school LGBTQ+ students face a more hostile school environment than their high school LGBTQ+ student counterparts. Further, middle schools are less likely to have supportive staff members or inclusive curricula. Scholarship is in need of greater understanding of middle school teachers’ perceptions and their roles in this critical time of adolescent development for LGBTQ+ students. This dissertation research employed a quantitative methodology to discover middle school teachers’ perceived barriers to engagement with LGBTQ+ students and topics. The findings of this survey and data analysis reveal teachers report two major obstacles which create anxiety and discomfort surrounding engagement with sexual and gender diverse topics in educational spaces. First, teachers report they are worried that they may say the wrong thing and offend someone. Second, that teachers do not feel knowledgeable about LGBTQ+ terms, phrases, and labels. These findings are consistent with major research supporting the push for LGBTQ+-specific professional development for administrators and educators, and further the discussion on potentially polarizing sociocultural topics and their positionality in non-political, public schools. The potential for controversy can be decreased significantly when the narrative focuses on safety, wellbeing, and recognition of all students in public school, which naturally includes our LGBTQ+ students."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/115433"],"dc:language":["en","eng"],"dc:rights":["Copyright 2022 Caitlin Christel"],"dc:subject":["LGBTQ+","middle school","teacher perspective"],"dc:title":["Middle school teachers and their engagement with early adolescent LGBTQ2+ students - a quantitative inquiry on barriers to equity"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:54Z"}