The Impact of High School Gay, Lesbian, Bisexual, and Transgender GLBT Support Services on the Attitudes of College Students in Their First Two Years.Report as inadecuate


 The Impact of High School Gay, Lesbian, Bisexual, and Transgender GLBT Support Services on the Attitudes of College Students in Their First Two Years.


The Impact of High School Gay, Lesbian, Bisexual, and Transgender GLBT Support Services on the Attitudes of College Students in Their First Two Years. - Download this document for free, or read online. Document in PDF available to download.



Type of Resource: text

Genre: Electronic Thesis or Dissertation

Date Created: 2007

Date Issued: 2007

Publisher: Florida Atlantic University

Physical Form: pdf

Extent: 124 p.

Language(s): English

Abstract/Description: The purpose of this study was to investigate the possible long-term effect ofbelonging to a high school Gay-Straight Alliance or similar support group. Specific focuswas placed on college student attitudes in terms of personal, social, and academicfunctions. Secondarily, participant demographic and academic characteristics wereexamined for a possible moderating effect on their attitudes with regard to the samefunctions. To assess the perceived maturity of each participant, each student was givenRussell Cassel 's Ego Development Scale (EDS), a 60-item questionnaire used toascertain the degree to which individuals function in personal, social, and academicsettings. The focus of this research was to test the following condensed hypotheses: Withregard to personal, social, or academic issues, there is no relationship between belonging to a high school Gay-Straight Alliance or similar support group and the self-perception ofmaturity or ego development. In order to test the hypotheses, a test comparing the meansachieved by the two groups (involved versus not-involved) on each of the subtests(personal, social, and academic) was conducted. Additionally, a general linear model wasused to discover ifthe demographic or academic characteristics of participants played amoderating effect on the outcome oftheir scores on the subtests of the EDS.The findings indicated a connection between high school support participationand a high social subscore, or high social maturity. While the mean score achieved by theinvolved group was higher than the mean score achieved by the not-involved group inboth the personal and educational subtests as well, those connections were not found tobe statistically significant. Secondarily, while many of the demographic variables testeddid not prove to have a significant effect on the personal, social, or educational subscores,some interesting themes emerged. These include a noted disordinal interaction betweenyear in school and the differences found in mean subscores between participants versusnon-participants.Recommendations for future research are offered, including providing theparticipants a more personal forum for sharing their views with regard to how high schoolsupport changes student attitudes.

Identifier: FA00000712 (IID)

Note(s): Includes bibliography.Dissertation (Ph.D.)--Florida Atlantic University, 2007.

Held by: Florida Atlantic University Digital Library

Sublocation: Boca Raton, Fla.

Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00000712

Restrictions on Access: All rights reserved by the source institution

Owner Institution: FAU



Author: Tamayo, Marlene, author Townsend, Tony Dr., Thesis advisor College of Education, Degree grantor

Source: http://fau.digital.flvc.org/islandora/object/fau%3A33996



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