AN ABSTRACT OF THE THESIS OF Addison E. Davidove

170 Pages·2017·3.45 MB·English

by  Addie Davidove

AN ABSTRACT OF THE THESIS OF

Addison E. Davidove for the degree of Master of Arts in Women, Gender, and Sexuality Studies
presented on May 19, 2017.

Title: Nepantla Collaboration: Strategic Support for LGBTQ Populations

Abstract approved:

Liddy Detar

In this thesis, I deconstruct strategies of support for the LGBTQ youth of my home community,
the Inland Empire. I call on Foucauldian understandings of discourse, knowledge, and power to
analyze the existing support networks for LGBTQ youth in the Inland Empire. Gloria Anzaldúa’s
theories of Nepantla and Nepantlera, and AnaLouise Keating’s theories of Threshold Theorizing
and Post-Oppositional Resistance create openings and opportunities to construct strategies of
support that center the LGBTQ youth of the Inland Empire. I interviewed GSA Advisors from
the Inland Empire and Community Organizers who embody praxis and work with LGBTQ
populations to build a network of collaboration and knowledge to inform the strategies of support
I develop in this thesis. Through a systematic analysis of my interviews, I develop the concepts
of nepantla discourses and nepantla pedagogies. I use grounded theory as my methodology to
deconstruct and theorize about the roles of GSA Advisors, students, the educational system, safe
space discourses, educational discourses, local knowledge, and power. The use of Keating,
Anzaldúa, Foucault, and Geertz’s theories reveal the untapped potential of GSAs. The research
of my thesis provides both theoretical and practical insights for developing community-informed
strategies to serve the LGBTQ youth of the Inland Empire.
Questions this thesis will answer:
• How can community-informed strategies better serve the LGBTQ youth of the Inland
Empire?
• What roles do knowledge, discourse, and power play in creating LGBTQ inclusive
classrooms, schools, and communities?
Key Terms: Discourse, Knowledge, Power, Local Knowledge, Strategy, Nepantla, Nepantlera,
LGBTQ Youth, Community-Informed, Praxis, and Inland Empire.
© Copyright by Addison E. Davidove
May 19, 2017
All Rights Reserved
Nepantla Collaboration: Strategic Support for LGBTQ Populations
by
Addison E. Davidove

A THESIS
submitted to
Oregon State University

in partial fulfillment of
the requirements for the
degree of

Master of Arts

Presented May 19, 2017
Commencement June 2017
Master of Arts thesis of Addison E. Davidove presented on May 19, 2017

APPROVED:

Major Professor, representing Women, Gender, and Sexuality Studies

Director of the School and Language, Culture, and Society

Dean of the Graduate School

I understand that my thesis will become part of the permanent collection of Oregon State
University libraries. My signature below authorizes release of my thesis to any reader upon
request.

Addison E. Davidove, Author
ACKNOWLEDGEMENTS
As I reflect on this project and my graduate education I am deeply grateful to the people
who are a part of my support networks and helped make this project possible. My thesis would
not have been possible without each person’s commitment and ongoing support. First, I would
like to thank the Community Organizers and GSA Advisors for taking the time to help with this
project. You are the heart of this work, and I could not be more grateful to have had the
opportunities to get to know you, work with you, and learn from each you. Your hard work and
commitment supporting the LGBTQ community inspires me both personally and professionally.
Thank you for sharing your knowledges, experiences, understandings, and time to
collaboratively help make this project possible.
Dr. Detar, it has been an honor to be your advisee. From the beginning of my graduate
career you have been nothing short of supportive throughout our work together on this project. I
sincerely appreciate your commitment and investment in the development and completion of this
project. I value every conversation we had over the last two years. You have helped me grow as
an academic, community organizer, and WGSS professional. Thank you for your sage counsel.
I also would like to thank my committee. This project has been one rooted in
collaboration and integration of each of our knowledges, histories, and academic backgrounds.
Dr. Herrera, you have helped me grow as a writer and thinker. Thank you for helping me
emphasize the narratives, experiences, knowledges, and understandings from the GSA Advisors
and Community Organizers. Your guidance and advise has helped honor the GSA Advisors and
Community Organizers and the work they do. Dr. Boovy, I loved every opportunity we had to
discuss theory. In my research of graduate programs in the fall of 2014, I read your academic
biography on the Oregon State University, Women, Gender, and Sexuality, Studies website. You
are one of the professors that drew me to this program. I am honored we had the chance to work
together over the last two years on this project. Thank you for your help thinking through the
theories, and how they are presented in order to highlight the amazing work the Community
Organizers and GSA Advisors do. Dr. Solberg, thank you for your grounding. I appreciate your
investment to help this project be carried out and completed. Thank you all for your investment,
advise, and commitment to my work’s development, and my own development as a community
organizer and WGSS academic.
Thank you to the Oregon State University’s Women, Gender, and Sexuality studies
department and staff. Each course I took allowed me to think through this project in new and
different ways. This program helped me develop new skills as a WGSS academic in addition to
expanding my knowledge of WGSS theory. I am thankful for each and every professor I had the
honor to get to know and work with, in addition to each class, hallway conversation, and meeting
I was a part of. They each helped me hone skills and knowledges that I will be able to call on in
future educational, professional, and personal endeavors.
Mom, I can never thank you enough for your support, motivation, infectious strength, and
courage. I would not be here, or be who I am without you. I am honored to follow in your
footsteps to pursue a higher education degree, and imagine grandma would also be very proud of
us. I carry both your and her strength with me every day. I could not be more proud that you are
my mom, and am excited to hear your thoughts about my work.
Dad, I love you. You have earned the title of loving father, and then some. My favorite
conversations with you are when we talk theory. I have learned so much from you, thank you for
always challenging and helping expand my understandings of theory. I would also like to thank
you for your investment over the last two years specifically on this project. I am honored that
you have helped contribute to my work from helping me think through theoretical frameworks,
to helping me revise my thesis. You will always be a part of my knowledges and understandings
of theory. I could not be more grateful for your help in building such a solid theoretical
foundation for me to call on in my future work inside and outside of the academy.
Emillee, you are my life saver. From our apartment dance parties, to our 9PM Market of
Choice runs to get salted brownies and cannoli’s, to our meaningful conversations at my
apartment dinner table- thank you. I could not have completed this project or this degree without
your friendship and support. Please tell Penny the same.
Hannah, thank you for supporting me and my passion with this work. I am incredibly
grateful for you. I love your openness to learning about and understanding the complexities and
nuances of my work, and I love being able to share it with you. You are a blessing in my life, and
I am honored that we are able to support one another in our personal and professional endeavors.
I love you.
TABLE OF CONTENTS
Chapter Page
PROLOGUE……………………………………………………………………………..…..1
CHAPTER 1: INTRODUCTION…………………………………………………………....4
Explanation of Research……………………………………………...………….…..4
Interview Series...……………………………………………………………………6
Who are the Community Organizers and their Organizations?...................................7
Who are the GSA Advisors?.......................................................................................12
Inland Empire……………………………………..………………………………....15
LGBTQ Youth Resources in the Inland Empire ……………………………………20
LGBTQ Legal Protections for Youth in California.....................................................22
Funding for California Schools...................................................................................28
Defining the Genders and Sexualities Alliance Network………………......…….….31
Chapter Outlines…………………………………………………………………..…35
CHAPTER 2: MATERIALS AND METHODS…………………………...………………..37
Grounded Theory…………………………………………………….……………....37
Initial Analysis.............................................................................................................39
Community Organizer Interviews……………………………………………………40
GSA Advisor Interviews……………………………………………………………..41
CHAPTER 3: LITERATURE REVIEW………………………………………………….....43
Related Literature……………………………………………………………………43
Discourse…………………………………………………………………………….50
Knowledge…………………………………………………………………………...54
TABLE OF CONTENTS (Continued)
Chapter Page
Power………………………………………………………………………………....55
Keating and Anzaldúa………………………………….……………………………..58
Conclusion.................………………………………….……………………………...67
CHAPTER 4: RESULTS……………………………………………………………………...69
Community Organizer Interview Series……………………....……………………….70
GSA Advisor Interview Series………………………………………………………...86
CHAPTER 5: DISCUSSION…………………………………………………………….……107
LGBTQ Support Inside and Outside of Schools..……………………………………..110
Conclusion……………………………………………………………………………..114
CHAPTER 6: CONCLUSION…………………………………………………………..…….115
REFERENCE LIST………………………………………………………………………........117
APPENDIX A……………………………………………………………………………….....121
APPENDIX B……………………………………………………………….………………....133
APPENDIX C……………………………………………………………….………………….145
APPENDIX D……………………………………………………….……….............................154