Are Gay-Straight Alliances Working

233 Pages·2017·0.89 MB·English

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Theses and Dissertations
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Jason Paul Bagley
University of South Carolina
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Bagley, J. P.(2016). Are Gay-Straight Alliances Working ? Advisor's Perceived Role Of And Level Of
Success Of GSAs in Combatting The Bullying Epidemic In South Carolina. (Master's thesis). Retrieved
from https://scholarcommons.sc.edu/etd/3403
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Are Gay-Straight Alliances Working? Advisors’ Perceived Role of and
Level of Success of GSAs in Combatting the Bullying Epidemic in South
Carolina
by

Jason Paul Bagley

Bachelor of Arts
Clemson University, 1998

Master of Arts
University of South Carolina, 2006

Submitted in Partial Fulfillment of the Requirements

For the Degree of Doctor of Education in

Curriculum and Instruction

College of Education

University of South Carolina

2016

Accepted by:

Susan Schramm-Pate, Major Professor

Richard Lussier, Committee Member

Payal Shah, Committee Member

William Edmiston, Committee Member

Lacy Ford, Senior Vice Provost and Dean of Graduate Studies
© Copyright by Jason Paul Bagley, 2016
All Rights Reserved.
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DEDICATION

To my grandparents, Ken and Carolyn Bagley, Ruth Slimp, and Robert Shoemaker
For giving me the opportunity to thrive and achieve my goals, and for never wavering in
your belief in me
To my mother, Debbie Mitchell-Knight
For giving me the opportunity to finish this project
To my family and friends
For your unconditional love, support, and encouragement
To LGBTQ youth
For your strength and perseverance by which I am eternally inspired
To anyone who has been bullied because of who they are
It gets better.
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ACKNOWLEDGEMENTS
Thank you Dr. Susan Schramm-Pate, my mentor, for your direction, expertise,
and encouragement through this entire endeavor. To my committee members, Dr. Payal
Shah, and Dr. William Edmiston, thank you for providing some of the best educational
experiences of my life, and for broadening my horizons, and leading me to this wonderful
achievement. To Dr. Richard Lussier, thank you for serving and advising on my
committee on such a mutually cared about topic. My deepest appreciation and gratitude
goes to the supporters of LGBTQ students for their valuable insights and experiences.
Without them, I could not have reached this moment. You are heroes and beacons of light
for these young people, and truly my inspiration.

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ABSTRACT
This phenomenological, ethnographic, collective case study examined the
effectiveness of Gay-Straight Alliances in public high schools in South Carolina in
reducing or eradicating aggression and bullying towards LGBTQ students through the
lenses of both queer and critical theories within a framework of social justice. The current
study investigated the perceptions of experts and GSA faculty advisors regarding the
success of the clubs in reducing or eliminating bullying in South Carolina high schools.
The investigation stemmed from the perceived discrepancy between literature on GSAs,
which reports that the clubs contribute to a more positive school climate, positive effects
on LGBTQ youth, and to fewer instances of homophobic aggression, and results from the
GLSEN National School Climate survey, which indicates that this aggression still occurs.
Four cases were created for the study based on three geographic regions of South
Carolina, and one expert case. Case sub-units included faculty advisors from suburban
high schools, with an uneven distribution of participants from the suburbs of the capital
city. Qualitative data were collected from GSA faculty advisors in South Carolina, as
well as experts in the field of LGBTQ issues, through qualitative questionnaires, and
interviews using a constant, comparative method in both within and cross-case analysis to
gain insight into their close working perspectives on the clubs’ success or lack thereof, as
well as shed light on issues that are currently affecting LGBTQ youth in South Carolina
high schools. Factors that could influence advisors in their roles included gender, identity
or sexual orientation, personal experiences, and geography. Results show that high
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schools with GSAs report fewer instances of bullying and more accepting school
climates. By examining the perspectives of experts and faculty GSA advisors, the study
found that in schools with a GSA, bullying is, indeed, reduced. GSAs, however, do not
guarantee a supporting environment; most advisors report that negative speech and
insults are common. Findings were consistent with prior studies and literature on GSAs,
and the needs of LGBTQ young people, but the challenge extends to LGBTQ advisors,
who must often deal with similar problems of discrimination and the possibility of losing
their job. Other findings of the study indicate that homophobic attitudes are entrenched in
South Carolina, and are the cause for many of the challenges that are faced daily by
LGBTQ youth and advisors, providing advocates many opportunities to continue to work
for positive change. Advisors in South Carolina high schools call for more inclusive
curriculum, especially with sexual education, and comprehensive protection through
official policies. The perceived discrepancy between GSA literature and current statistics
on bullying in South Carolina was not resolved, and further investigation is suggested to
discover the source of the negative data, and if they are emerging from high schools that
are not served by a GSA.
GSAs are considered a necessary part of providing support to these students, and
function in different ways to meet their needs. They are also considered to provide
recognition and a collective face that sends a message to schools that these young people
are accepted and supported. The GSA does not solve the challenges faced by LGBTQ
youth, but the clubs make a difference in the lives of students and the culture of the
schools. GSAs are considered to be successful in reducing bullying by simply existing,
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but depending on the type of club, its activity and visibility, student leadership, and
member needs, their contributions to fewer instances of bullying may be stronger.
Key Words: Gay-Straight Alliance, Faculty Advisor, Case Study, Qualitative Research
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TABLE OF CONTENTS
DEDICATION ....................................................................................................................... iii
ACKNOWLEDGEMENTS ........................................................................................................ iv
ABSTRACT ............................................................................................................................v
CHAPTER 1: INTRODUCTION ..................................................................................................1

PROBLEM STATEMENT .................................................................................................6

NATURE OF THE STUDY .............................................................................................10

PURPOSE OF THE STUDY ............................................................................................12

CONCEPTUAL FRAMEWORK .......................................................................................14

OPERATIONAL DEFINITIONS ......................................................................................16

ASSUMPTIONS ...........................................................................................................17

LIMITATIONS .............................................................................................................18

SCOPE AND DELIMITATIONS ......................................................................................20

SIGNIFICANCE OF THE STUDY KNOWLEDGE GENERATION .........................................21

SIGNIFICANCE OF THE STUDY PROFESSIONAL APPLICATION .....................................22

TRANSITION STATEMENT .......................................................................................... 23

CHAPTER 2 LITERATURE REVIEW .......................................................................................25
ORGANIZATION OF LITERATURE ................................................................................26
TITLE SEARCHES .......................................................................................................27
SECTION I: EPISTEMOLOGICAL ORIENTATION ...........................................................29
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SECTION II: THEORETICAL LENSES ............................................................................32
SECTION III: METHODOLOGICAL INFLUENCE ............................................................48
SECTION IV: PRIOR STUDIES- DEFINING BULLYING ..................................................63
PRIOR STUDIES- EFFECTS OF BULLYING ...................................................................74
PRIOR STUDIES- DEFINITION OF GSA .......................................................................81
PRIOR STUDIES- NEED FOR AND EFFECTS OF GSAS .................................................90
PRIOR STUDIES- EFFECTIVENESS OF GSAS ...............................................................97
PRIOR STUDIES- GSA ADVISORS ............................................................................101
PRIOR STUDIES- GEOGRAPHY .................................................................................109
SUMMARY ...............................................................................................................114
TRANSITION STATEMENT ........................................................................................114
CHAPTER 3 RESEARCH METHODS .....................................................................................116
RESEARCH DESIGN .................................................................................................118
ROLE OF THE RESEARCHER .....................................................................................125
RESEARCH QUESTIONS ...........................................................................................128
STUDY CONTEXT ....................................................................................................130
GAINING ACCESS TO PARTICIPANTS .......................................................................132
METHODS FOR ESTABLISHING A RESEARCHER-PARTICIPANT WORKING
RELATIONSHIP ..................................................................................................134

MEASURES FOR THE ETHICAL PROTECTION OF PARTICIPANTS ...............................135
INFORMED CONSENT ..............................................................................................135
CONFIDENTIALITY ..................................................................................................136
CRITERIA FOR PARTICIPANT SELECTION .................................................................137
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