Degree

Doctor of Philosophy (PhD)

Department

College of Human Sciences and Education

Document Type

Dissertation

Abstract

This research investigates the identity-based practices and experiences of English composition instructors who teach at community colleges and assesses the extent to which LGBTQ-inclusive pedagogical approaches are undertaken to meet the needs of sexual and gender minority students. The participant pool was comprised of community college instructors within the Louisiana Community and Technical College System (LCTCS) who have taught English composition courses within the past five years. This study aims to answer the following research questions: 1. In what ways and to what extent is identity-based instructional content incorporated in community college English composition courses? 2. In what ways and to what extent do community college English Composition instructors engage in LGBTQ-inclusive pedagogical approaches? To answer these questions, the researcher deployed an online survey to which twenty-eight participants completed. Additionally, seven eligible engaged in one-on-one interviews with the researcher. Following the traditions of exploratory research design, inductive research was conducted through a lens of narrative inquiry to examine the meaning-making processes undertaken in community college English Composition courses. The goals of this research were to attain the professors’ lived experiences and to examine best practices for the engagement and empowerment of LGBTQ community college students. Through the exploration of participants’ individual and collective experiences, this study identified two areas of focus, namely, LGBTQ visibility in assigned readings and writing prompts and sexual and gender minority-based professional development opportunities. This study aims to fill the gap in literature on English composition faculty experiences navigating classroom instruction of diverse learners with a focus on the LGBTQ student population.

Date

10-19-2022

Committee Chair

Bach, Jacqueline

DOI

10.31390/gradschool_dissertations.5967

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