Date of Award


Document Type


Degree Name

Master of Education (MEd)



First Advisor

Juliet Halladay

Second Advisor

Robert J. Nash


This thesis bridges the effects of society—meaning politics, policies, norms, and values—and school on LGBTQ+ students. Paramount educational philosophers, namely Dewey, Freire, Berliner, and Illich, understood that schools are a reflection of the communities they serve. I apply this common philosophy to the LGBTQ+ community to uncover the systems of inequalities that have negative effects on LGBTQ+ youth in order to promote better systems that include both LGBTQ+ youth and the larger LGBTQ+ community. To illustrate the effects of society and school on the LGBTQ+ community and youth, I use traditional peer reviewed researched data, current events that showcase America’s debate over values, and anecdotes from my own life experience as a homosexual high school English teacher. I have chosen to insert myself into this research because I believe it is academically irresponsible to ignore both my bias and insider knowledge on the topic. To best insert myself into my research, I present my work through the Scholarly Personal Narrative writing style. The findings of my research show that there are systems of oppression within society that serve the LGBTQ+ community, which both mirror and effect the systems that LGBTQ+ students experience within public schools. My research also reveals a lack of data on LGBTQ+ students’ academic achievements to determine what supports are needed to aid this population. This thesis provides some suggestions to better support LGBTQ+ students, but it primarily focuses on uncovering systems of oppression, which negatively affect the LGBTQ+ community, that exist within our society and are transferred onto our education system.



Number of Pages

133 p.